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Thomas Jefferson H.S.
310 Old Clairton Road
Jefferson Hills, PA 15025

P: 412-655-8610
F: 412-655-8618

Homework Assignments

This page will provide you with class objectives, planned instruction, and proposed homework assignments for the week. By using this webpage and the Homework Board in room 116 as well as listening in class and recording/updating homework assignments daily in your notebook, you are taking a tremendous step in securing your success in English this year.
 
Homework will be assigned to you on a regular basis.  It always has a purpose:
  • to determine level of skill and pre-knowledge on a concept,
  • to practice learned concepts and skills,
  • to contribute to proficiency in a skill or concept.
By setting aside a time each day to practice or review your English course work as well as read assignments, you are establishing excellent study skills that will help you in all of your classes.
 
OBJECTIVES, INSTRUCTION, AND HOMEWORK ASSIGNMENTS FOR
ACADEMIC ENGLISH 1 - PERIODS 2, 4, & 7
 
Tuesday, May 28 - June 6, 2019
Objectives:
Instruction:
Homework: 
 
Monday - Friday, May 20 - 24, 2019
Objectives:
A.  The student will review Greek deities and their domains to contribute to the student’s  understanding of The Odyssey and prepare for a formative evaluation.
B.  The student will orally read The Odyssey, Part I and answer questions to aid in the interpretation and analysis of the selections. 
C.  The student will review complete review assignments in reparation for Academic English 1 Final Examination.
D.  The student will receive and review the evaluated Romeo and Juliet Unit Test
E.  The student will demonstrate an understanding of the background information important in The Odyssey by answering questions on a quiz with 80% or higher accuracy
F. The student will receive and review The Odyssey Background Quiz.
Instruction:
A. Monday: 
1. Go over Invocation questions (SELECT).
2. Read “I Am Odysseus” and the “Lotus Eaters” (pp 599-602).
B. Tuesday:
1. Read “The Cyclops,” pp. 602 – 615.
2. Answer questions on the reading guide.
C. Wednesday: 
1. Administration of The Odyssey Background quiz.
2. Return and review of Romeo and Juliet Unit Test.
3. Read “The Cyclops,” pp. 602 – 615.
E. Thursday:
1. Return and review The Odyssey Background Quiz.
2. Read “The Sirens” and “Scylla and Charybdis,” pp.
F. Friday: Final Exam Review
1. Read aloud all passages.
2. Distribute and work on review exercises.
Homework:
A. Study for The Odyssey Background Quiz on Wednesday. 
B.  Read and complete study questions for The Odyssey, Part I.
C. Complete the Final Exam Review for Friday.
D. Study for Final Exam on Wednesday, May 29.
Monday - Friday, May 6 - 10, 2019
Objectives:
A. The student will receive and review evaluated Romeo and Juliet Act III paraphrasing quiz.
B. The student will complete the reading of Romeo and Juliet Act IV, the falling action of the play, and Act V, the resolution of the play.
C. The student will complete a review sheet in preparation for a summative assessment on Romeo and Juliet.
D. The student will wrap-up story of Romeo and Juliet with a review of the Reading Guide questions and a discussion on the nature of the characters, the role of fate, the use of ironies, the tragedy elements, and the theme in preparation for the summative assessment.
E. The student will review the tragedy triangle and the time line.
F. The student will prepare extra credit presentations of memorized monologues and soliloquys from Romeo and Juliet.

Instruction:
A. Reading of Romeo and Juliet Act IV & V and completion of Reading Guide Questions 
B. Discussion of final elements of fiction and tragedy elements of play
C. Review for final evaluation (test) of play on Monday, May 13.
D. Preparation for extra credit presentation of select monlogue or soliloquy in Romeo and Juliet 
Homework: 
A. Read Romeo and Juliet Act IV and Act V as assigned in class and daily complete reading Guide Questions and update timeline and Plot Construction Triangle for what has been read.
B. Complete Romeo and Juliet Review Packet for Friday (5/10/19).
C. Study for Romeo and Juliet Test on Monday, 5/13. Complete and check Crossword Puzzle
D. Prepare extra credit for presentation to begin Tuesday, 5/14 and ends Friday 5/17.
 
Monday - Friday, April 29 - May 3, 2019
Objectives:
A. The student will complete reading aloud, Act III, the turning point of the play, and Act IV, the falling action of the play, Romeo and Juliet.
B.  The student will answer questions on the the Romeo and Juliet Act III and Act IV Reading Guides and update the timeline as s/he reads.
C. The student will receive and review Romeo and Juliet ACT III and Act IV Study Guide Packets.
D. The student will receive, review, and record score for Act II Romeo and Juliet Quiz.
E.  The student will present a two minute speech that supports his/her opinion of the significance of names based on Romeo and Juliet, research in individual name, and nonfiction articles that provide opposing views of names’ importance.
F. The student will peer evaluate another student’s speech on required content and delivery techniques.
G. The student will demonstrate and understanding of language and content off Romeo and Juliet, Act III, by paraphrasing select lines on a quiz with 75% or higher accuracy. 
Instruction:
A. Review of Romeo and Juliet Act II Quiz 
B. Completion of Romeo and Juliet What's in a Name? speech and peer evaluations
C. Reading, completion of reading guide questions, paraphrasing, and discussion of Romeo and Juliet Act III and Act IV 
D. Update of Romeo and Juliet timeline 
E. Administration of Romeo and Juliet Act III Paraphrasing Quiz (Friday) 
Homework: 
A. Complete reading and reading guide questions read in class or assigned and update timeline daily.
B. Review for quiz on Act III on Friday, May 3.
 
Tuesday - Friday, April 23 - 26, 2019
Tuesday, April 23, 2019 
Objectives:
A. The student will prepare a presentation of two minutes in length that supports his/her opinion of the significance of names based on Romeo and Juliet, research in individual name, and nonfiction articles that provide opposing views of names’ importance.
B. The student will complete the reading aloud in class the complications presented in the play Romeo and Juliet Act II.
C. The student will review the Romeo and Juliet Act II Reading Guide questions and the content of the Act II Quiz in preparation for a formative evaluation ton Thursday.
Instruction:
A. Review of content of Act II Quiz and What's in a Name? Speech
B. Assignment of reading parts for presentation of Act II Readers' Theate 
C. Completion of reading of Romeo and Juliet, Act II  and accompanying Reading Guide
D. Review of Romeo and Juliet Act II Reading Guide and Timeline 
Homework:
A. Complete Romeo and Juliet Act II Crossword Puzzle and all questions for Act II.
B. Prepare What’s in a Name? speech and all required written work for tomorrow
C. Study for quiz on Romeo and Juliet Act II on Thursday.
Wednesday - Friday, April 24 - 26, 2019
Objectives:
A. The student will answer questions on a quiz on Act II of Romeo and Juliet with 70% or higher accuracy.
B. The student will complete reading aloud, Act III, the turning point of the play Romeo and Juliet.
C.  The student will answer questions on the Romeo and Juliet Act III Reading Guide and update the timeline as s/he reads.
D. The student will receive and review Romeo and Juliet ACT III Study Guide Packet.
E. The student will receive, review, and record score for Act II Romeo and Juliet Quiz.
F.  The student will present a two minute speech that supports his/her opinion of the significance of names based on Romeo and Juliet, research in individual name, and nonfiction articles that provide opposing views of names’ importance.
G. The student will peer evaluate another student’s speech on required content and delivery techniques. 
Instruction:
A. Presentation of What's in a Name? Speech 
B. Peer evaluation of speeches
C. Administration of Romeo and Juliet Act II Quiz
D. Reading of Romeo and Juliet Act III in Readers' Theater format and completion of reading Guide
Homework: 
A. Tuesday – Complete Act II Reading Guide Questions and Review Crossword Puzzle; Prepare What’s in a Name? Speech and note cards for presentation Wednesday; Study for Romeo and Juliet Act II quiz on Thursday 
B. Wednesday - Review speech if not delivered today; Complete assigned speech peer evaluation; Study for Act II Quiz on Thursday
C. Thursday & Friday - Complete Act III Guide Questions and Timeline as read or assigned and update timeline
 
Monday - Thursday, April 15-18, 2019
Objectives:
A. The student will receive, review, and record score for Act I Romeo and Juliet Quiz.
B. The student will answer questions on a quiz on Act II of Romeo and Juliet with 70% or higher accuracy.
C. The student will read aloud, paraphrase in a Readers’ Theater format, and complete Romeo and Juliet Act II Reading Guide and Act I Poetic Techniques as scenes are read. 
D. The student will apply Literary Terms introduced to analyzing and discussing the selected reading in Romeoand Juliet.
E. The student will read two nonfiction articles with opposing viewpoints on the importance of names to help student determine personal opinion on names’ significance.
F. The student will prepare a presentation of 2 minutes that supports his/her individual opinion on the significance of names based on Romeo and Juliet, personal research, and nonfiction articles read.
Instruction:
A. Review and discussion of Act I Quiz
B. Reading and discussion of poetic devices, literary terms, and elements of fiction of Romeo and Juliet Act II 
C. Paraphrasing of all reading in Romeo and Juliet, Act II
D. Research on individual names and their etymology
E. Review and discussion of assignment on the significance of names
F. Instruction of Speech presentation on the significance of names 
Homework
A. Complete reading of 2 nonfiction articles and accompanying 2 questions on What’s in a Name? Nonfiction Reading Guide for Tuesday.
B. Complete What’s in a Name? Prewriting worksheet for Wednesday.
C. Complete reading of Romeo and Juliet ,Act II, prologue-scenes 6 and update timeline and guide questions. Complete guide work for anything read in class.
D. Prepare “What’s in a Name?” Speech for Wednesday, April 24.
E. Review for Act II Quiz on Wednesday, April 24.
 
Monday - Friday, April 8 - 12, 2019 
Objectives:
A. The student will read aloud and paraphrase in a Readers’ Theater format and complete Romeo and Juliet Act I and II Reading Guides and Act I Poetic Techniques as scenes are read. 
B. The student will apply Literary Terms introduced to analyzing and discussing the selected reading.
C. The student will demonstrate an understanding of the elements of fiction and literary devices in Romeo and Juliet, Act I, by answering questions on a quiz with 80% or higher accuracy.
D. The student will read two nonfiction articles with opposing viewpoints on the importance of names to help student determine personal opinion on names’ significance.
Instruction:
A. Completiin of various warm-ups to prepare for reading and concepts for the day
B. Reading of Act I, scenes 3 - 5 and Act II, Prologue- scene 2 
C. Completion of Reading Guide questions and Poetic Techniques
D. Reading of nonfiction articles on the significance of names
E. Group work to answer Juliet's question, What's in a name? 
F. Preparation for a writing assignment on What's in a name? 
G. Administration of Act I Reading Quiz 
Homework: 
 A. Complete reading guide questions for Romeo and Juliet Act I and poetic devices for  material read in class.
B. Review Act I Reading Guide questions and poetic techniques in preparation for a quiz.
C. Read two nonfiction articles and the complete the Reading Guide that examines two different viewpoints on the importance of names.
D. Complete what’s in a Name? Reading Guide and Prewriting.
E. Review for quiz on ACT I.
Monday - Friday, April 1-5, 2019
Objectves:
A. The student will demonstrate an understanding of William Shakespeare, his life, his times, his theater, his play Romeo and Juliet, and the literary terms.
B. The student will read aloud and paraphrase in Reader’s Theater format the Romeo and Juliet Prologue to Act I, read Act I, Scenes 1- 5 and complete reading guides and poetic techniques.
C. The student will view different interpretations of the Prologue created in the Zefirelli, DeCaprio, and Shakespeare in Love videos.
D. The student will demonstrate an understanding of the poetry format of iambic pentameter by creating an original example in the correct format with the correct content.
E. The student will view Act I of the Zefirelli version of Romeo and Juliet. 
F. The student will apply Literary Terms introduced to analyzing and discussing the selected reading.
Instruction:
A. Administration of Romeo and Juliet Background Quiz
B. Reading aloud in assigned parts via Reader's Theater the Prologue and Act I of Romeo and Juliet
C. Completion of Reading Guide and Poetic Techniques worksheet to assist in understanding of Shakespeare's play and techniques 
Homework: 
A. Complete guide and poetic devices for section of play read in class.
B. Complete iambic pentameter assignment for Wednesday.
 
Monday - Friday, March 25 -29, 2019
Monday - Wednesday, March 25-27, 2019
Objectives:
A. The student will demonstrate an understanding of the usage and meaning of select vocabulary words form Romeo and Juliet, Acts I. – III., and 5 reviewed comma rules (appositives, direct address, interrupters, compound sentences, and introductory prepositional phrases and depend clauses)by applying this knowledge on a quiz with 80% or higher accuracy.
B. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
C. The student will read and complete a worksheet on information on Shakespeare’s theater in order to understand his writing techniques used in Romeo and Juliet.
D. The student will read the “Pyramus and Thisbe” Greek myth, the original Romeo and Juliet story, answer a set of questions which will aid in the understanding of Romeo and Juliet. 
Instruction:
A. Administration of Romeo and Juliet Vocabuary Quiz
B. Review of Shakespeare's life, times, theater, and Romeo and Juliet
C. Review of "Pyramus and Thisbe" myth as basis of Romeo and Juliet
D. Review of literary terms pertinent to understanding Romeo and Juliet 
Homework:
A. Monday: Read “Pyramus and Thisbe” Roman myth and answer questions.
B. Tuesday: Complete Shakespeare’s Stratford worksheet.
C. Wednesday: Complete Part II of Shakespeare’s Theater Worksheet.
Thursday, March 28, 2019 
Objectives:
A. The student will review Shakespeare’s use of language and apply this knowledge to paraphrasing select lines form the play.
B. The student will review background information on William Shakespeare’s life, times, theater, Romeo and Juliet, and literary terms in preparation for a formative assessment on information that impacts the reading and understanding of Romeo and Juliet. 
Instruction:
A. Study of Shakespeare's unique language, sentence structure, and words
B. Apllication of labguage study to paraphrasing lines from Romeo and Juliet 
Homework:
A. Review background information on William Shakespeare’s life, times, theater, Romeo and Juliet, and literary terms in preparation for a formative assessment on information that impacts the reading and understanding of Romeo and Juliet. 
Friday, March 29, 2019
Objectives:
A. The student will receive instruction on defining and identifying blank verse via a video, worksheet, and exercises.
B. The student will use the reading guide for the Prologue to review the introduction to Romeo and Juliet. 
Instruction:
A. Instruction on the poetic rhythm of iambic pentameter
B. Introduction to writing assignment on iambic pentamter
Homework: 
A. Study for R&J Background Quiz on Monday that includes information on Shakespeare, his time, his theater, his play R & J, and the literary terms
B. Complete Standard Deviant Worksheet and create original blank verse for Tuesday on flower.
Monday - Friday, March 18-22, 2019 
Monday & Tuesday, March 18 & 19, 2019 
Objectives:
A. The student will review Romeo and Juliet Literary Terms significant to the understanding of the drama genre and Romeo and Juliet.
B. The student will review Romeo and Juliet vocabulary in preparation for a vocabulary quiz next Monday, March 25.
C. The student will review the comma rules studied and apply that knowledge to creating sentences using Romeo and Juliet vocabulary.
D. The student will organize research in preparation for submission on Thursday.
E. The student will continue to review Shakespeare’s Theater and stage by reading the textbook introduction to his theater.
Instruction:
A. Application of tour of the TJ Theater to an understanding of Shakespeare's Theater and ultimately is writing of Romeo and Juliet 
B. Review of R & J Acts I. - III. Vocabulary and comma rules 
Homework:
A. Complete Comma Practice. Shakespeare’s Theater, and 10 Top Facts for Tuesday.
B. Organize Research materials for submission on Thursday.
C. Study for R & J Vocabulary Quiz on Monday.
D. Bonus Musical essay critique due by Friday.
Wednesday - Friday, March 20-22, 2019
Objectives:
A. Wednesday
1. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
2. The student will review Romeo and Juliet vocabulary in preparation for a quiz that demonstrates an understanding of selected vocabulary definitions, usage, and application to writing using selected comma rules.
3. The student will organize and prepare research materials for submission on Thursday.
B. Thursday
1. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
2. The student will review Romeo and Juliet vocabulary in preparation for a quiz that demonstrates an understanding of selected vocabulary definitions, usage, and application to writing using selected comma rules.
3. The student will submit the research project required components.
4. The student will read and complete a worksheet on information on Shakespeare’s theater in order to understand his writing techniques used in Romeo and Juliet.
5. The student will read the “Pyramus and Thisbe Greek myth, the original Romeo and Juliet story, answer a set of questions which will aid in the understanding of Romeo and Juliet.
C.  The student will complete a practice assignment in understanding Shakespeare's language. 
Instruction:
A. Introduction to the life and times of William Shakespeare
B. Submission of Research Project
C. Review of Romeo and Juliet Act I. - III. Vocabulary
D. Review of Shakespeare's theater 
Homework: 
A. Wednesday: Prepare research project as required for submission tomorrow; Complete R & J Vocabulary Crossword
B. Thursday: Read “Pyramus and Thisbe” Roman myth and answer questions; Study for R & J Vocabulary Quiz on Monday.
C. Friday: Study for R & J Vocabulary Quiz on Monday.
Monday - Friday, March 11-15, 2019
Monday, March 11, 2019
Objectives:
A. The student will revise, organize, and prepare the research project for submission.
B. The student will peer evaluate another student’s research paper concluding paragraph. 
Instruction:
A. Concluding Paragraph Check
B. Review of Research Guidelines: Instruction for Submitting Final Research Paper
C. Work on organizing research materials for submission.
Homework: 
A. Research project and all preliminary work due Tuesday, March 19, 2019.
B. Bring textbook Adventures in Reading to class daily.
Tuesday, March 12, 2019 & Wednesday, March 13, 2019
Objectives:
A. The student will conference with teacher on any concerns of the research project.
B. The student will review 5 comma rules and apply these rules to the construction of sentences for assigned Romeo and Juliet vocabulary.
C. The student will define vocabulary to help with understanding of reading of Act I. – III. of Romeo and Juliet.
D. The student will revise, edit and publish the final research project and organize all preliminary work for submission on Tuesday, March 19.
Instruction:
A. Comma Review
B. Definitions of Romeo and Juliet, Acts I. - III. Vocabulary words
C. Application of comma rules to writing R & J Acts I. - III. Vocabulary sentences
Homework:
A. Revise and organize all research materials as required for submission on Tuesday, MARCH 19, 2019.
B. Vocabulary due Thursday, March 14.
Thursday, March 14, 2019
Objectives:
A. The student will define selected literary terms and devices that impact on an understanding of the play and Shakespeare’s style. 
B. The student will review definitions, parts of speech, and original compound sentences for selected vocabulary for Acts I. – III. in Romeo and Juliet in preparation for a Vocabulary Quiz.
C. The student will revise, edit and publish the final research project and organize all preliminary work for submission on Tuesday, March 19.
Instruction:
A. Review of Romeo and Juliet Vocabulary
B. Completion of Literary Terms: Romeo and Juliet work
Homework:
A. Complete Romeo and Juliet Literary Terms for Monday.
B. Prepare Research Project for submission Tuesday with all preliminary work organized as required.
C. Study Romeo and Juliet vocabulary quiz next Wednesday.
Friday, March 15, 2019
Objectives:
A. The student will tour the TJ Theater area in order to better understand the restrictions and goals of a playwright now in order to better understand and compare it to Shakespeare’s theater then.
B. The student will study the Romeo and Juliet Vocabulary definitions and comma rules in preparation for a quiz that demonstrates an understanding of the words’ definitions and usages, sentence structure, and commas rules reviewed. 
C. The student will revise, edit and publish the final research project and organize all preliminary work for submission on Tuesday, March 19.
Instruction:
A. Tour of the theater stage, back stage, costumes area (Band room), and booth.
B. Vocabulary Review game
Homework:
A. Complete Romeo and Juliet Literary Terms for Monday.
B. Prepare Research Project for submission Tuesday with all preliminary work organized as required.
C. Study Romeo and Juliet vocabulary quiz next Wednesday.
 
Monday-Friday, March 4-8, 2019
Monday & Tuesday, March 4 & 5, 2019
Objectives:
A. The student will use the Research Project Writing Assignment Procedure and construct and type the developmental paragraph for the research writing project.
B. The student will follow the writing process and write, revise, and edit the introductory and developmental paragraphs for the research project.
Instruction:
A. Review of form and content of Research Introductory Paragraph
B. Revisions to Introductory Paragraph.
C. Introduction of Developmental Paragraph
D. Individual work on Developmental Paragraph 
Homework:
A. Revise Introductory Paragraph.
B. Compose, proof, and type developmental paragraph of research project for Wednesday.
Wednesday, March 6, 2019
Objectives: 
A. The student will peer evaluate the research developmental paragraph.
B. The student will use the Research Outline Research Project Writing Assignment Procedure and type a concluding paragraph rough draft for the research writing project.
C. The student will follow the writing process and write, revise, and edit the introductory and developmental paragraphs for the research project.
Instruction:
A. Instruction of writing the Research Concluding Paragraph 
B. Peer evaluation of Developmental Paragraph
C. Individual work on Concluding Paragraph 
Homework:
A. Type rough draft of Concluding Paragraph for tomorrow.
B. Work on revising components of research for submission for March 19, 2019
Thursday & Friday, March 8 & 9, 2019
Objectives:
A. The student will conference with teacher on any concerns of the research project.
B. The student will revise, organize, and prepare the research project for submission.
C. The student will peer evaluate another student’s research paper concluding paragraph.
Instruction:
A. Peer evaluation of Research Concluding Paragraph
B. Review of procedure for submitting the final research project
C. Return and review of evaluated research material
D. Individual work on revising, editing, and organizing research materials for submission 
Homework: 
A. Research project and all preliminary work due Tuesday, March 19, 2019.
B. Bring textbook Adventures in Reading to class daily.
Monday - Friday, February 25 - March 1, 2019
Monday, February 25, 2019
Objectives:
A. The student will construct the rough draft of the research outline with quotes and citation.
B. The student will construct and type a draft of the research project’s Works Cited and Title Pages for review and revisions.
Instruction:
A. Review of citation practice homework
B. Individual work on creating and typing outline with quotes, Works Cited page, and Title page dur tomorrow
C. Conferencing with teacher 
Homework:
A. Construct rough draft of the outline using quotes and correct citation for tomorrow.
B. Revise Works Cited and Title page.
C. Research terms and Citation Quiz tomorrow.
D. Final Outline #4 package due Wednesday, February 27. 
Tuesday, February 26, 2019
Objectives: 
A. The student will demonstrate an understanding of correct citation format by copying and citing notes on a quiz with 80% or higher accuracy.
B. The student will construct the rough draft of the research outline with quotes and citation.
C. The student will review completed Works Cited and Title page for the research project and participate in a peer evaluation of that page.
D. The student will construct and type a draft of the research project’s Works Cited and Title Pages with revisions.
Instruction:
A. Administration of quiz on Citation Format and Research Terms
B.Peer evaluation of outline with quotes, Works Cited page, and Title page dur tomorrow
C. Revisision work on outlines, Works Cited, and Title page 
D. Conferencing with teacher 
Homework:
A. Revise Works Cited and Title page.
B. Final Outline #4 package due Wednesday, February 27.
Wednesday, February 27, 2019
Objectives:
A. The student will submit the final outline with quotes and the note cards used for evaluation.
B. The student will use the Research Project writing Assignment Procedure and type the introductory, development, and concluding paragraphs for the research writing project. 
Instruction:
A. Instruction on Research Writing Assignment
B. Instruction, modeling, and drafting of Research Writing Assignment Introductory Paragraph
C. Return and review of Citation and Research terms Quiz 
Homework:
A. Introductory paragraph typed draft due Friday.
B. Developmental paragraph due Wednesday, 2/27.
C. Make all revisions on Works Cited and Title pages. 
Thursday, February 28, 2019
Objectives:
A. The student will use the Research Project writing Assignment Procedure and type the introductory, development, and concluding paragraphs for the research writing project.
Instruction:
A. Individual work day on introductory paragraph
B. Conferencing with teacher 
Homework:
A. Introductory paragraph typed draft due Friday.
B. Developmental paragraph due Wednesday, 2/27.
C. Make all revisions on Works Cited and Title pages. 
Friday, March 1, 2019 
Objectives:
A. The student will use the Research Project writing Assignment Procedure and type the introductory, development, and concluding paragraphs for the research writing project.
Instruction:
A. Peer evaluation of introductory paragraph
B. Instruction on writing a Developmental Paragraph in the Research Writing Assignment 
Homework: 
A. Revise Introductory paragraph. 
B. Developmental paragraph due Wednesday, 2/27.
 
Monday - Friday, February 18 - 22, 2019
Monday, February 18, 2019
Objectives:
A. The student will receive instruction on turning numbered citation to correct format for citing sources used in a research project.
B. The student will practice correct citation. 
Instruction:
A. Peer evaluation of outline with numbered citation
B. Revisions to outline
C. Instruction on how to change numbered citation to correct MLA citation format
D. Citation practice 
E. Student work on Outline #3, Outline with correct citation
Homework:
A. Revise, rewrite, and type hard copy of outline with correct citation as outline #3 to submit tomorrow with three outlines and bib cards represented on outline. 
Tuesday, February 19, 2019
Objectives:
B. The student will receive instruction on applying knowledge and skills of citation to the research outline. 
Instruction:
A. Review of Outline #3, Outline with correct citation and submission with 2 previous outlines and bib cards used on outline
Homework: 
A.   Construct rough draft of the outline using quotes and correct citation for Friday.
Wednesday, February 20, 2019 - Friday, February 22, 2019
Objectives:
A. The student will construct the rough draft of the research outline with quotes and citation.
B. The student will submit a preliminary outline that represents research notes, an understanding of constructing a thesis and outline, correct outlining format, and correct citation.
C. The student will construct and type a draft of the research project’s Works Cited and Title Pages for review and revisions.
Instruction:
A. Review of format for outlines with quotes
B. Instruction on cretaing the Works Cited and Title pages of the reserach project 
C. Indivdual work on Outline #4, outline with quotes, works cited, and title page
Homework:
A.   Construct rough draft of the outline using quotes and correct citation for Friday.
B. Order note cards exactly in order as on the outline by placing four notes used in each Roman numeral at top of pile as used in outline.
C. Works Cited and Title page.
D. Research terms and Citation Quiz on Monday.
E. Final Outline #4 package due Tuesday, February 26.
 
Monday - Friday, February 11-15, 2019
Monday, February 11, 2019
Objectives:
A. The student will correct evaluated bib cards.
B. The student will take a minimum of 25 notes from a minimum of 5 sources on four designated areas/topics delineated on the question card for the research subject and submit them by the end of the period on Tuesday.
Instruction:
A. The student will complete final note taking on designated topics from 5 sources.
B. The student will work on creating the preliminary out line to guide the writing of the research paper. 
Homework: 
A. Minimum of 25 notes form minimum of 5 sources on four topics with updated question card due by end of the day on Tuesday, February 12.
B. Fix bib cards.
C. Bib Quiz on Wednesday, February 13; bring Research Handbook.
D.  Typed, Preliminary Outline with thesis due Thursday, February14, 2019.  
Tuesday, February 12, 2019
Objectives:
A. The student will correct evaluated bib cards.
B. The student will take a minimum of 25 notes from a minimum of 5 sources on four designated areas/topics delineated on the question card for the research subject and submit them by the end of the period on Tuesday.
Instruction:
A. The student will complete final note taking on designated topics from 5 sources.
B. The student will work on creating the preliminary out line to guide the writing of the research paper. 
Homework: 
A. Minimum of 25 notes form minimum of 5 sources on four topics with updated question card due by end of the day on Tuesday, February 12.
B. Fix bib cards.
C. Bib Quiz on Wednesday, February 13; bring Research Handbook.
D.  Typed, Preliminary Outline with thesis due Thursday, February14, 2019.  
Wednesday, February 13, 2019
Objectives:
A. The student will demonstrate an understanding of the form and content of recording bibliography information for a Works Cited Page and citation in the research project by constructing bib cards on a quiz with 80% or higher accuracy.
B. The student will construct a preliminary outline with a thesis, thesis restatement, 3 Roman numeral criteria in parallel form, and a title.
Instruction:
A. Administration of Bib Quiz (open Research Handbook)
B. Review of Preliminary outline due tomorrow 
Homework:
A. Create a preliminary outline for tomorrow, Thursday, February 14,  that includes a thesis, thesis restatement, 3 Roman numeral criteria in parallel form, and a title with correct heading. 
Thursday, February 14, 2019
Objectives:
A. The student will peer evaluate format and content of preliminary outline with title/subtitle, thesis, and main Roman numeral divisions.
B. The student will read through outline instruction sheet, view samples, and work on individual topic outline in phrase form for research subject.
C. The student will create an outline for the research project based on notes. 
Instruction:
A. Return and review of Bib Quiz
B. Review of Preliminary Outline Content
C. Revision work on Preliminary Outline and submission
D. Peer evaluation of Preliminary Outline
E. Instruction on turning notes to topics
Homework:
A. Select 4 best quotes from each criteria, give them parallel topics and add them to preliminary outline with numbered citation and bring to class on tomorrow. 
Friday, February 15, 2019
Objectives:
A. The student will receive instruction on turning numbered citation to correct format for citing sources used in a research project.
B. The student will practice correct citation. 
Instruction: 
A. Instruction on correct citation format
B. Revisions to outline
C. Citation format practice 
Homework: 
A. Revise, rewrite, and type hard copy of outline with correct citation as outline #3. 
 
Monday - Friday, February 4-8, 2019 
Objectives:
A. The student will correct evaluated bib cards.
B. The student will take a minimum of 25 notes from a minimum of 5 sources on four designated areas/topics delineated on the question card for the research subject.
C. The student will review bib card content, process, and special rules in preparation for a quiz.
Instruction:
A. Note-taking process to form foundation of a thesis and evidence for the research project
B. Collection of a minimum of 25 notes on the four topics designated as criteria for the research paper 
C. Check of students' completion of notes from internet source 
Homework:
A. Check out books to take home at night. Minimum of 25 notes form minimum of 5 sources on four topics with updated question card due by end of the day on Tuesday, February 12.
B. Fix bib cards.
C. Bib Quiz on Wednesday, February 13; bring Research Handbook.
D. Typed, Preliminary Outline with thesis due Thursday, February14, 2019.
 
 
Tuesday - Friday, January 22-25, 2019
Tuesday, January 22, 2019
Objectives:
A. The student will work on creating a working bibliography of a minimum of five sources plus corrected encyclopedia and internet bib cards that will later guide the student in taking notes.
B. The student will submit five bib cards, corrected encyclopedia and internet bib cards, all drafts/corrected bib cards, and title card for evaluation by the end of the day.
C. The student will read and highlight Limiting the Topic Guidelines and create a topic card and a thesis statement to direct the research process. 
Instruction:
A. Individual work on finding sources for research project and construction of bib card information for a working bibliography.
Homework: 
A. By end of period Wed., correct and write five new good bib cards plus encyclopedia card and internet card and all cards with correction for submission; Read and highlight “Limiting the Topic” (pp. 12 & 13 in Research Handbook) and create a topic card 
B. For Thursday: Read and highlight “Limiting the Topic” and make a topic card.
Wednesday, January 23, 2019
Objectives:
A. The student will work on creating a working bibliography of a minimum of five sources plus corrected encyclopedia and internet bib cards that will later guide the student in taking notes.
B. The student will submit five bib cards, corrected encyclopedia and internet bib cards, all drafts/corrected bib cards, and title card for evaluation by the end of the day.
C. The student will read and highlight Limiting the Topic Guidelines and create a topic card and a thesis statement to direct the research process.
Instruction:
A. Individual work on finding sources for research project and construction of bib card information for a working bibliography. 
Homework:
A. By end of period Wed., correct and write five new good bib cards plus encyclopedia card and internet card and all cards with correction for submission; Read and highlight “Limiting the Topic” (pp. 12 & 13 in Research Handbook) and create a topic card.
B. For Thursday: Read and highlight “Limiting the Topic” and make a topic card. 
Thursday, January 24, 2019
Objectives:
A. The student will review instruction on creating a topic card and taking notes based on these questions.
B. The student will correct and create a final topic card to help guide note-taking on research topic in ink on a 4 X 6 lined index card.
C. The student will review main points of note-taking for the research project.
D. The student will work in cooperative research groups to apply note-taking rules to a practice sheet.
E. The student will receive and review evaluated bib cards. 
Instruction:
A. Review of Midterm Exam
B. Introduction of note-taking procedures, techniques, and format
C. Review of student's draft of a topic card to guide note-taking on inmdividual research project
D. Practice in creating note card 
Homework:
A. Complete Topic Card with topics for submission on Friday.
B. Complete 3 London practice note cards for Friday.
Friday, January 25, 2019
Objectives:
A. The student will work in cooperative research groups to apply note-taking rules to a practice sheet.
Instruction:
A. Submission of final parallel, topic card to guide note-taking on individual research project
B. Reminders of techniques for note-taking
C. Instruction on symbols to use in note-taking
D. Practice in creating note cards 
Homework:
A. Complete Practice Carson and Carnegie Note Cards for Monday. 
 
Monday - Friday, January 14-18, 2019 
Monday, January 14, 2019 
Objectives:
A. The student will review the process for finding research subject in a library’s general encyclopedia.
B. The student will complete check of 4 Internet Practice Bib Cards for class tomorrow.
C. The student will demonstrate an understanding of the concepts studied and applied to reading, writing, and thinking during the first semester by answering questions on a Midterm Examination with 75% or higher accuracy.
Instruction:
A. Administration of the MidtermExam 
Homework:
A. Check 4 internet practice bib cards & read Procedures for Completing the Data sheet and Bib Card for tomorrow.
B. Report to the library Tuesday and Wednesday.
C. Purchase 3 x 5 and 4 x 6 lined index cards for tomorrow.
D. Complete all Q2 make-up work by Thurs.
Tuesday, January 15, 2019 
Objectives:
A. The student will complete a Research Encyclopedia Data Sheet in the library and write a bib card following correct format by the end of the period on Wednesday.
B. The student will find a reliable internet source that is copyrighted on the internet, print out the source, and from the printout create a bib card to be submitted with the printout on Thursday. 
Instruction:
A. Location of an overview article in a general encyclopedia in the reference section of the library on individual research topic 
B. Construction of a bib card for the encyclopedia article
C. Completion of data Sheet based on encyclopedia information in order to provide realted topics to research search 
Homework
A. Complete and submit bib card (AND ONE I CORRECTED IN CLASS) and Data Sheet by end of the period on Wednesday.
B. For Thursday, complete print out and bib card on research topic from internet source.
Wednesday, January 16, 2019 
Objectives:
A. The student will complete a Research Encyclopedia Data Sheet in the library and write a bib card following correct format by the end of the period on Wednesday.
B. The student will find a reliable internet source that is copyrighted on the internet, print out the source, and from the printout create a bib card to be submitted with the printout on Thursday. 
Instruction:
A. Location of an overview article in a general encyclopedia in the reference section of the library on individual research topic 
B. Construction of a bib card for the encyclopedia article
C. Completion of data Sheet based on encyclopedia information in order to provide realted topics to research search 
Homework
A. Complete and submit bib card (AND ONE I CORRECTED IN CLASS) and Data Sheet by end of the period on Wednesday.
B. For Thursday, complete print out and bib card on research topic from internet source.
Thursday, January 17, 2019 
Objectives: 
A. The student will review recipes 3, 4, & 5 in the Research Handbook.
B. The student will review procedure for finding additional sources in the library for individual research projects and creating a title card..
C. The student will submit an appropriate internet source printout for the research subject and bib card following recipe #4.
Instruction:
A. Submission of internet bib card and printout for research project for evaluation
B. Review of evaluated encyclopedia Data Sheet and bib card 
C. Review of procedures for finding and creating additional bib cards for the research projec 
D. Creation of a title card
E. Review of MLA style content and form for various bib cards in the research project working bibliography 
Homework:
A.  Bring Research Folder, 3 x 5 index card, and black or blue pen and report to library tomorrow.
B.  Prepare 7 bib cards and title card for submission for evaluation Wed., January 23.
Friday, January 18, 2019
Objectives: 
A. The student will work on creating a working bibliography of a minimum of five sources plus corrected encyclopedia and internet bib cards that will later guide the student in taking notes.
B. The student will submit five bib cards, corrected encyclopedia and internet bib cards, and title card for evaluation on Wednesday.
C. The student will read and highlight Limiting the Topic Guidelines and create a topic card and a thesis statement to direct the research process.
Instruction:
A. Individual work on finding sources for research project and construction of bib cards
B. Instruction on limiting the topic for the research project
C. Creation of a topic card to lead research notetaking 
Homework:
A. By end of day on Wednesday: Correct and write five new good bib cards plus encyclopedia card and internet card. Make a title card.
B. For Thursday: Read and highlight “Limiting the Topic” and make a draft of a topic card for tomorrow.
 
Monday - Friday, January 7 -11, 2019
Monday, January 7, 2019
Objectives:
A. The student will read over and annotate information on Research Handbook on format of different source bib cards.
B. The student will practice creating bib cards in correct format for books without authors but articles or chapters with or without authors and books with authors.
C. The student will prepare for the Midterm Examination by completing the Midterm Examination Review packet. 
Instruction:
A. Midterm review distribution and assignment 
B. Instruction on bib cards for books with authors 
Homework: 
A. Complete Bibliography Card Practice 1-4 and Title Page Bib cards for tomorrow if not completed in class today.
B. Complete Midterm Examination Review packet for Wednesday.
Tuesday, January 8, 2019
Objectives:
A. The student will review the content and format of a bib card for online databases, magazines, newspapers, and websites as well as hard copies of periodicals and pamphlets.
B. The student will prepare for the Midterm Examination by Completing the Midterm Examination Review packet. 
Instruction:
A. Review and discussion of homework bib card 
B. Intruction of format and content of bib cards for websites, databases, magazines, newspapers, and pamphlets 
Homework: 
 A. For tomorrow complete website bib cards 5 & 6 and Carnegie and Carson website printouts.
B. Complete Midterm Examination packet for Wednesday.
C. Obtain 4 x 6 and 3 x 5 lined, index cards by Tuesday, 1/15.
Wednesday, January 9, 2019
Objectives: 
 A. The student will review for a summative evaluation on concepts learned during the first semester in small groups and as a class by focusing the discussion on the content of the test, completed Midterm Examination Review sheets, practice games, and physical & mental preparation.
B. The student will review procedures for visiting the library and conducting a scavenger hunt that will introduce them to the various sources available in the library for the research project.
Instruction:
A. Review of procedure for Friday's Scavenger Hunt in Library to introduce various sources available for research project
B. Midterm review
Homework:
A. Study for Midterm Examination on Monday, January 14, 2019.
B.  Review reading passages daily.
C. Have lined 3 x 5 and 4 x 6 index cards for Tuesday, 1/15.
Thursday, January 10, 2019
Objectives:
A. The student will create bib cards for a variety of sources and self-check them in preparation for constructing a Work Cited page for the individual research project.
B. The student will review for a summative evaluation on concepts learned during the first semester in preparation for the Midterm Examination. 
Instruction:
A. Bib card practice
Homework: 
A. Study for Midterm Examination on Monday, January 14, 2019,
B. Read Midterm passages daily.
Friday, January 11, 2019 
Objectives:
A. The student will complete a Scavenger Hunt Activity to familiarize him/her with the TJ library and its various sources available for the research project; activity worksheet is due by the end of the period for evaluation.
B. The student will study for the English Midterm Examination on Monday.
C. The student will practice creating bib cards with required information in MLA style in preparation for individual research project. 
Instruction:
A. Library Scavenger Hunt 
Homework: 
A. Complete Scavenger Hunt Activity and submit by end of the period.
B. Study for English Examination on Monday.
 
Thursday & Friday, January 3 &4, 2019
Objectives: 
A. The student will review an overview of the research project “The Spirit of Pittsburgh” via handouts and instruction on requirements, topics, and research jargon.
B. The student will review and highlight the Research Handbook information on establishing a Bibliography for the purposes of citing and creating the Works Cited Page for the research project.
C. The student will apply knowledge of the content/components/ingredients and format of a bib card by practicing creating bib cards.
Instruction:
A. Collection of Research Topic Preference List
B. Iitroduction of Research Project
C. Distrbutionn of Research Folders
Homework:
A. Read and highlight pages 2 - 5 in the Research Handbook for tomorrow (Friday).
B. Create a Carnegie Bib Card for The World Book Encyclopedia article using Bibliography Cards General Instructions and Research Guidelines: Works Cited Information Bibliography recipe 2 Models for Monday. Assume source is from TJ Library unless indicated otherwise.
C. Obtain lined index cards: 3 x 5 & 4 x 6 by Monday, 1/15.
 
Monday - Friday, December 17-21, 2018
A. Monday
   1. The student will demonstrate an understanding of Part III reading content and vocabulary for Fahrenheit 451 by answering                   questions on              a quiz with 75% or higher accuracy.
   2. The student will review basic elements of fiction of symbols and themes in Part III of Fahrenheit 451 by reviewing questions and           answers on             the Study Guide.
B.  Tuesday
   1. The student will review basic elements of fiction in Part III of Fahrenheit 451 by reviewing questions and answers on the Study             Guide and              completing a collaborative activity on theme.
   2. The student will review basic elements of fiction of symbols and themes in Part III of Fahrenheit 451 by reviewing questions and           answers on             the Study Guide.
   3. The student will review evaluated Fahrenheit 451 Part III Reading Quiz.
C. Wednesday and Thursday
   1. The student will the prewriting step in the writing process to prepare a response that analyzes and evaluates a symbol and its             contribution to             the development of a theme in Fahrenheit 451.
   2.  The student will respond to a writing prompt using the writing process and analyzing and evaluating the elements of fiction of              symbolism              and theme in Fahrenheit 451 as a final assessment.
E. Friday
    1. The student will examine potential research topics and select topics based on interest level.
 
Monday-Friday, December 10-14, 2018
Monday, December 10, 2018
Objectives:
1. The student will silently read Fahrenheit 451, Part II (pp. ) and complete its Study Guide for Tuesday.
2. The student will study vocabulary words 15 – 22 and review Part II Study Guide in preparation for an assessment on Part II of the novel Fahrenheit 451
Instruction:
A. Review of content of Fahrenheit 451 Part I Reading and Vocabulary Quis
B. Individual reading time 
Homework:
A. Read and complete Study Guide for Fahrenheit 451 Part II and study vocabulary words 15-22 for tomorrow in preparation for a reading and vocabulary quiz on Tuesday. 
Tuesday, December 11, 2018
Objectives:
A. The student will demonstrate an understanding of Part II reading content and vocabulary for Fahrenheit 451 by answering questions on a quiz with 75% or higher accuracy.
B. The student will discuss the elements of fiction in Fahrenheit 451 Part II by reviewing questions and answers on the Study Guide.
C. The student will review Fahrenheit 451 Part III vocabulary words 23-30.
D. The student will complete the reading and Study Guide Questions for Part III of Fahrenheit 451 and memorize definitions for vocabulary words 23-30 for evaluation on Monday, December 17
Instruction:
A. Administration of Fahrenheit 451 Part II Reading and Vocabukary Quiz
B. Introduction of Fahrenheit 451 Part III 
C. Distribution and review of Fahrenheit 451 Part III Reading Guide
D. Review of Fahrenhei 451 Part II Study Guide Questions and Answers
E. Review of Fahrenheit 451 vocabukary words 23-30 
Homework:
A. Read Fahrenheit 451 Part III (pp. 115-167), complete the Part III Reading Guide, and memorize vocabulary words 23-30 in preparation for a quiz on Monday 12/17.
B. Extra credit literary ornament due by holiday break.
Wednesday, December 12, 2018:
Objectives:
A. The student will review evaluated Fahrenheit 451 Part II Reading Quiz.
B. The student will complete the reading and Study Guide Questions for Part III of Fahrenheit 451 and memorize definitions for vocabulary words 23-30 for evaluation on Monday, December 17.
C. The student will review basic elements of fiction in Part II of Fahrenheit 451 by reviewing questions and answers on the Study Guide.
Instruction:
A. Review of Fahrenheit 451 Part II Reading and Vocabulary Quiz
B. Completion of review of Fahrenheit 451 Part II  Study Guide Questions and Answers
Homework:
A. Read Fahrenheit 451 Part III (pp. 115-167), complete the Part III Reading Guide, and memorize vocabulary words 23-30 in preparation for a quiz on Monday 12/17.
B. Extra credit literary ornament due by holiday break. 
Thursday, December 13, 2018 
Objectives:
A. The student will review evaluated Fahrenheit 451 Part II Reading Quiz.
B. The student will complete the reading and Study Guide Questions for Part III of Fahrenheit 451 and memorize definitions for vocabulary words 23-30 for evaluation on Monday, December 17.
C. The student will review basic elements of fiction in Part II of Fahrenheit 451 by reviewing questions and answers on the Study Guide. 
Instruction:
A. Individual Reading Time 
Homework:
A. Read Fahrenheit 451 Part III (pp. 115-167), complete the Part III Reading Guide, and memorize vocabulary words 23-30 in preparation for a quiz on Monday 12/17.
B. Extra credit literary ornament due by holiday break. 
Friday, December 14, 2018
Objectives:
A. The student will review evaluated Fahrenheit 451 Part II Reading Quiz.
B. The student will complete the reading and Study Guide Questions for Part III of Fahrenheit 451 and memorize definitions for vocabulary words 23-30 for evaluation on Monday, December 17.
C. The student will review basic elements of fiction in Part II of Fahrenheit 451 by reviewing questions and answers on the Study Guide. 
Instruction:
A. Individual Reading Time 
Homework:
A. Read Fahrenheit 451 Part III (pp. 115-167), complete the Part III Reading Guide, and memorize vocabulary words 23-30 in preparation for a quiz on Monday 12/17.
B. Extra credit literary ornament due by holiday break. 
 
Monday - Friday, December 3 - 7, 2018 
Monday, December 3, 2018
Objectives:
A. The student will receive and review Short Story Unit II Test and model of essay that demonstrates the PA Common Core Standards.
B. The student will complete the reading and Study Guide questions for Part I of Fahrenheit 451 for Wednesday. 
C. The student will study Fahrenheit 451 vocabulary words 1-14 in preparation for a formative assessment and for help in understanding the reading of the novel. 
Instruction:
A. Review of Fahrenheit 451 Part I Quiz content (Quiz on Wednesday)
B. Reading time for Fahrenheit 451 Part I 
Homework:
A. Read Fahrenheit 451, Part I (7-72) and complete its Study Guide for Wednesday, December 5. 
B. Quiz on Part I and vocabulary 1-14 on Wednesday, December 5.
C. Memorize Fahrenheit 451 1-14 Vocabulary for Wednesday, December 5, 2018.  
Tuesday, December 4, 2018
Objectives:
A. The student will complete the reading and Study Guide questions for Part I of Fahrenheit 451 for Wednesday. 
B. The student will study Fahrenheit 451 vocabulary words 1-14 in preparation for a formative assessment and for help in understanding the reading of the novel.   
Instruction:
A. Silent Reading time for Fahrenheit 451 Part I 
Homework:
A. Read Fahrenheit 451, Part I (7-72) and complete its Study Guide for Wednesday, December 5. 
B. Quiz on Part I and vocabulary 1-14 on Wednesday, December 5.
C. Memorize Fahrenheit 451 1-14 Vocabulary for Wednesday, December 5, 2018.  
Wednesday, December 5, 2018
Objectives:
A. The student will demonstrate an understanding of the basic elements of fiction in Part I of Fahrenheit 451 by answering questions on a quiz with 80% or higher accuracy.
B. The student will review basic elements of fiction in Part I of Fahrenheit 451 by reviewing questions and answers on the Study Guide.
C. The student will complete the reading and Study Guide questions for Part II of Fahrenheit 451 and memorize vocabulary words 15-22 for a quiz on Tuesday
Instruction:
A. Administration of Fahrenheit 451 PArt I Reading and Vocabukary Quiz
B. Discussion of Fahrenheit 451 Part I elements ofm fcition using the Reading Guide as a basis for discussion 
Homework:
A. Read Part II of Fahrenheit 451 and complete Study Guide for Tuesday, December 11, 2018.
B. Study Fahrenheit 451 Vocabulary 15 – 22 in preparation for a quiz on Tuesday, December 11, 2018 on Part II content and vocabulary 15 – 22.
Thursday, December 6, 2018
Objectives:
A. The student will analyze, interpret and discuss in small groups and with class the similarities between Juan Ramon Jimenez quote and quote at end of Part I from Gulliver’s Travels. 
B. The student will review basic elements of fiction in Part I of Fahrenheit 451 by reviewing questions and answers on the Study Guide.
C. The student will complete the reading and Study Guide questions for Part II of Fahrenheit 451 and memorize vocabulary words 15-22 for a quiz on Tuesday. 
Instruction:
A. Group and clas discussion on epigraph by Jimenez at beginning of the novel 
B. Comparison of Jimenez epigraph and Swift's quote from Gulliver's Travels and their contribution to a theme of the novel 
C. Reading time for Fahrenheit 451 Part II 
Homework: 
A. Read Part II of Fahrenheit 451 and complete Study Guide for Tuesday, December 11, 2018.
B. Study Fahrenheit 451 Vocabulary 15 – 22 in preparation for a quiz on Tuesday, December 11, 2018 on Part II content and vocabulary 15 – 22. 
Friday, December 7, 2018
Objectives:
A. The student will complete the reading and Study Guide questions for Part II of Fahrenheit 451 and memorize vocabulary words 15-22 for a quiz on Tuesday. 
Instruction:
A. Fahrenheit 451 Part II Vocabulary Warm-up
B. Reading time for Fahrenheit 451 Part II 
Homework:
A. Read Part II of Fahrenheit 451 and complete Study Guide for Tuesday, December 11, 2018.
B. Study Fahrenheit 451 Vocabulary 15 – 22 in preparation for a quiz on Tuesday, December 11, 2018 on Part II content and vocabulary 15 – 22.
 
Tuesday - Friday, November 27 -30, 2018 
Tuesday, November 27, 2018
Objectives:
A. The student will review and study for Short Story Unit II assessment on concepts learned.
B. The student will conduct an examination of single effect in “The Cask of Amontillado.”
C. The student will complete reading and the Study Guide questions for Part I of Fahrenheit 451.
D. The student will create compound sentences for Fahrenheit 451 vocabulary, words 1-14, that demonstrate an understanding of the words’ meanings and usage and correct format of compound sentences. 
Instruction:
A. Completion of Single Efect presentations and notes
B. Review for Short Story Unit II Test 
Homework:
A. Study for Short Story Unit II Test tomorrow, 11/28
B. Read and highlight Fahrenheit 451 Overview for Thursday, 4/29
C. Create compound sentences for Fahrenheit 451 Vocabulary 1-14 for Friday, 11/30
 Wednesday, November 28, 2018
Objectives:
A. The student will demonstrate an understanding of the elements of fiction with emphasis on point of view, irony, theme, and figurative language by answering questions on a test with 75% or higher accuracy.
B. The student will read an overview of the novel Fahrenheit 451 and a biography on its author, Ray Bradbury,
C. The student will review Part I of Fahrenheit 451 vocabulary words 1-14 and memorize the definitions and apply these to the creation of compound sentences.
D. The student will complete the reading and Study Guide questions for Part I of Fahrenheit 451 for Tuesday, December 4. 
Instruction:
A. Administration of Short Story Unit II Test 
Homework:
A. Read and highlight Fahrenheit 451 Overview and Bradbury biographical information for tomorrow.
B. Memorize Fahrenheit 451 1-14 vocabulary for Monday.
C. Read Part I of Fahrenheit 451 (pp. 7 – 72) and complete the Study Guide questions for Tuesday, December 4, 2018.
D. Quiz on Part I Fahrenheit 451 and vocabulary words 1-14 on   Wednesday, 12/5.
Thursday, November 29, 2018
Objectives:
A. The student will memorize definitions of Fahrenheit 451 vocabulary words 1-14 for Part I and create compound sentences that demonstrate an understanding of the words’ meanings and usage.
B. The student will complete the reading and Study Guide questions for Part I of Fahrenheit 451
C. The student will view a powerpoint and take notes on background information essential to understanding, interpreting, and analyzing Fahrenheit 451.
Instruction:
A. Introduction of Fahrenheit 451 Reading Strategies
B. Introductory Powerpoint/Google Slides Fahrenheit 451 Overview and notes 
Homework:
A. Read Fahrenheit 451, Part I (7-72) and complete its Study Guide for Tuesday, December 4. 
B. Quiz on Part I and vocabulary 1-14 on Wednesday, December 5.
C. Memorize Fahrenheit 451 1-14 Vocabulary for Monday, December 3, 2018.  
Friday, November 30, 2018
Objectives:
A. The student will memorize definitions of Fahrenheit 451 vocabulary words 1-14 for Part I and create compound sentences that demonstrate an understanding of the words’ meanings and usage.
B. The student will complete the reading and Study Guide questions for Part I of Fahrenheit 451.
Instruction:
A. Reading time for reading Fahrenheit 451 Part I and completing the accompanying study guide 
Homework:
A. Read Fahrenheit 451, Part I (7-72) and complete its Study Guide for Tuesday, December 4. 
B. Quiz on Part I and vocabulary 1-14 on Wednesday, December 5.
C. Memorize Fahrenheit 451 1-14 Vocabulary for Monday, December 3, 2018.
  
Monday & Tuesday, November 19 & 20, 2018 
Monday, November 19, 2018 
Objectives:
A. The student will discuss with class the plot construction, point of view, symbolism, irony, and theme in “The Cask of Amontillado.”
B. The student will complete a worksheet as a review of Short Story Unit II in preparation for assessment on concepts learned.
C. The student will conduct an examination of single effect in “The Cask of Amontillado.”
D. The student can analyze the representation of “The Cask of Amontillado” in two different mediums. 
Instruction:
A. Return and review "The Cask of Amontillado" Reading Quiz
B. Presentation of single effect collaborative findings
Homework: 
A. Study for Short Story Unit II Test on Wednesday, 11/28.
B. Read and highlight Fahrenheit 451 Overview for Thursday, 4/29.
C. Create compound sentences for Fahrenheit 451 Vocabulary 1-14 for Friday, 11/30. 
Tuesday, November 20, 2018 
Objectives:
A. The student will discuss with class the plot construction, point of view, symbolism, irony, and theme in “The Cask of Amontillado.”
B. The student will complete a worksheet as a review of Short Story Unit II in preparation for assessment on concepts learned.
C. The student will conduct an examination of single effect in “The Cask of Amontillado.”
Instruction:
A. Introduction of Fahrenheit 451 unit of study
B. Distribution and review of novel terminology, reading strategies, overview, vocabulary, Part I Reading Guide
Homework:
A. Study for Short Story Unit II Test on Wednesday, 11/28. 
B. Read and highlight Fahrenheit 451 Overview for Thursday, 4/29.
C. Create compound sentences for Fahrenheit 451 Vocabulary 1-14 for Friday, 11/30.
 
Monday - Friday, November 12 - 16, 2018 
Monday, November 12, 2018
Objectives:
A. The student will apply understanding of simile, metaphor, personification, and symbolism to the creation of an original figurative language example.
B. The student will take notes on introductory material to aid in the reading and comprehension of Edgar Allan Poe’s “The Cask of Amontillado.”
C. The student will collaborate with others in a cooperative learning group activity to complete examples of situational irony that will be applied to analyzing “The Necklace.”
Instruction:
A. Completion of group collaborative activity on situational irony on "The Necklace"  (Twist of Fate)  and Background Research Informationcompletion  for "The Cask of Amontillado"
Homework:
A. Figurative Language Assignment due Tuesday, November 13.
B. Read “The Cask of Amontillado” (pp. 95-100) and complete guide due Thursday, November 15. 
Tuesday, November 13, 2018
Objectives:
A. The student will analyze the elements of fiction in “The Necklace” by Guy de Maupassant by discussion and review of the individually completed story chart and the group completed discussion points.
B. The student will submit an original example of figurative language and symbolism for evaluation.
Instruction:
A. Submission of Figurative Language Assignment
B. Review of group work on Elements of Fiction in "The Necklace"
C. Introduction to the short story "The Cask of Amontillado"
D. Class oral reading of "The Cask of Amontillado" 
Homework: 
A. Figurative Language Assignment due Tuesday, November 13.
B. Read “The Cask of Amontillado” (pp. 95-100) and complete guide due Thursday, November 15. 
Wednesday, November 14, 2018
Objectives:
A. The student will share notes on introductory material to aid in the reading and comprehension of Edgar Allan Poe’s “The Cask of Amontillado.”
B. The student will read “The Cask of Amontillado” by Edgar Allan Poe and answer questions on a reading guide that demonstrate an understanding of the elements of fiction in the story.
C. The student will receive a worksheet to complete as review of Short Story Unit II in preparation for an assessment on concepts learned. 
Instruction:
A. Oral reading of "The Cask of Amontillado"
B. Viewing of a video interpretation of "The Cask of Amontillado" 
Homework:
A. Read “The Cask of Amontillado” (pp. 95-100) and complete guide for Thursday.
B. Complete Short Story Unit II Test review worksheet for next Monday
Thursday, November 15, 2018 
Objectives:
A. The student will receive a worksheet to complete as review of Short Story Unit II in preparation for an assessment on concepts learned.  
Instruction:
A. Oral reading day
B. Completion of story chart 
Homework:
A. Complete Short Story Unit II Test review worksheet for next Tuesday. 
Friday, November 16, 2018
Objectives:
A. The student will demonstrate an understanding of the basic elements of fiction in “The Cask of Amontillado” by answering questions on a quiz with 80% or higher accuracy.
B. The student will view a video interpretation of “The Cask of Amontillado” and compare it to the original short story.
C. The student will discuss with class the plot construction, point of view, symbolism, irony, and theme in “The Cask of Amontillado.”
D. The student will complete a worksheet as a review of Short Story Unit II in preparation for assessment on concepts learned.
E. The student will conduct an examination of single effect in “The Cask of Amontillado.”
F. The student will analyze the representation of “The Cask of Amontillado” in two different mediums.
Instruction:
A. Administration of  "The Cask of the Amomtillado" Reading Quiz 
B. Group completion of single effect in "The Cask of Amontillado" 
Homework:
A. Complete SS II Test Review Packet for Monday; SS II Test on Wednesday, 11/28.

Monday - Friday. November 5 - 9, 2018 
Monday, November 5, 2018
Objectives:
A. The student will demonstrate an understanding of the meaning and usage of selected vocabulary words for Short Story Unit II by answering questions and applying the words to sentences on a test with 75% or higher accuracy.
B. The student will read the short story “The Necklace” and examine the elements of fiction in the story emphasizing de Maupassant’s development of theme. 
Instruction:
A. Administration of Short Story Unit II Vocabulary Quiz
B. Introduction to "The Necklace"
C. Individual reading time 
Homework: 
A. Read “The Necklace” (pp. 190-196) for Thursday.
B. Complete “The Necklace” Story Chart for Thursday.
Wednesday, November 7, 2018
Objectives:
A. The student will discuss the elements of fiction including the use of point of view, setting, and symbols to develop the plot and theme of “The Scarlet Ibis.”
B. The student will identify examples of figurative language in “The Scarlet Ibis.” 
Instruction:
A. Discussion of the elements of fiction in "The Necklace"
Homework:
A. Read “The Necklace” (pp. 190-196) and complete the story chart with all syllabus work for tomorrow,
B. Prepare for quiz on “The Necklace” tomorrow. 
Thursday, November 8, 2018
Objectives:
A. The student will receive instruction on unlocking themes in a literary selection.
B.  The student will demonstrate an understanding of the elements of fiction and basic comprehension of the short story “The Necklace” by answering questions on a reading quiz with 70% or higher accuracy. 
Instruction:
A. Administration of "The Necklace" Quiz
B. Introduction and application of theme 
Homework: 
A. Create Figurative Language Assignment for Tuesday. 
Friday November 9, 2018
Objectives:
A. The student will collaborate with others to analyze the basic elements of fiction in “The Necklace.”
B. The student will review evaluated “The Necklace” Reading Quiz.
C. The student will apply understanding of simile, metaphor, personification, and symbolism to the creation of an original figurative language example. 
Instruction:
A. Review of Figurative Language assignment
B. Group work to determine elements of fiction in "The Necklace" 
Homework: 
A. Figurative Language Assignment due Tuesday, November 13.
B. Read “The Cask of Amontillado” (pp. 95-100) and complete guide due Thursday, November 15.
Monday - Friday, October 29 - November 2, 2018
Monday, October 29, 2018
Objectives:
A. The student will review definitions and compound sentences for Short Story Unit II Vocabulary.
B. The student will review the syllabus requirements for Short Story Unit II and its emphasis on the literary elements of point of view, theme, single effect, and figurative language.
C. The student will read “The Scarlet Ibis” and apply techniques learned to interpreting and analyzing its content.
D. The student will define figurative language, review specific types of figurative language, and apply this knowledge to finding and analyzing examples of figurative language in the reading selection, “The Scarlet Ibis.” 
E. The student will review the concept of symbolism and complete exercises that help apply this knowledge to the analyzing of symbols in literature. 
Instruction:
A. Review of SSII vocabulary and compound sentence construction and punctuation
B. Overview of Short Story Unit II (syllabus)
C. Introduction to short story, "The Scarlet Ibis"
Homework:
A. Complete Focus: Symbolism for Tuesday.
B. Read “The Scarlet Ibis” (pp. 154-163) for Thursday.
C. Complete “The Scarlet Ibis” Story Chart for Thursday.
D. Study Short Story II Vocabulary for Quiz next Monday. 
Tuesday, October 30, 2018
Objectives:
A. The student will read “The Scarlet Ibis” and apply techniques learned to interpreting and analyzing its content.
B. The student will define figurative language, review specific types of figurative language, and apply this knowledge to finding and analyzing examples of figurative language in the readings election, “The Scarlet Ibis."
Instruction:
A.Figurative language instruction and practice 
Homework
A. Read “The Scarlet Ibis” (pp. 154-163) for Thursday.
B. Complete “The Scarlet Ibis” Story Chart for Thursday.
C. Study Short Story II Vocabulary for Quiz next Monday.
Wednesday, October 31, 2018
Objectives:
A. The student will review concept and components of point of view.
B. The student will apply knowledge of point of view by identifying point of view of short stories read this year and discussing how the selection of a particular poi t of view influenced the story’s telling.
C. The student will take guided notes on different types of point of view from a powerpoint to apply to reading selections.
D. The student will examine scenarios presented in a variety of points of view and determine the differences in each choice.
E. The student will study selected vocabulary in preparation for a vocabulary quiz on Short Story Unit II Vocabulary on Wednesday. 
Instruction:
A. SSII vocabuary anticipatory set
B. Point of view instruction and application 
Homework: 
A. Complete “TSI” Reading and Story Chart for tomorrow.
B. “TSI” Reading Quiz tomorrow.
C. Study for SS II Vocabulary Quiz on Monday. 
Thursday, November 1, 2018
Objectives:
A. The student will demonstrate comprehension and an understanding of basic elements of fiction in “The Scarlet Ibis” by answering questions on a reading quiz with 80% or higher accuracy.
B. The student will apply knowledge of the use of symbolism to develop plot, character, setting, and theme in the short story “The Scarlet Ibis.”
C. The student will discuss the elements of fiction in the short story, “The Scarlet Ibis.”
D. The student will review Short Story Unit II Vocabulary in preparation for a quiz on Wednesday that demonstrates an understanding of the words’ meanings and usages and compound sentence format and punctuation. 
Instruction:
A. Review of content of SSII Vocabulary Quiz
B. Administration of "The Scarlet Ibis" Reading Quiz
C. Symbolism and Theme in "The Scarlet Ibis" group activity 
Homework: 
A. Study for SS II Vocabulary Quiz Monday. 
B. Complete Figurative Language in "The Scarlet Ibis" 
Friday. November 2, 2018 
Objectives:
A. The student will discuss the elements of fiction including the use of point of view, setting, and symbols to develop the plot and theme of “The Scarlet Ibis.”
B. The student will identify examples of figurative language in “The Scarlet Ibis.” 
Instruction:
A. "The Scarlet Ibis" discussion via story chart
B. Review of setting, theme, and symbolism in "The Scarlet Ibis" 
Homework:
A. Study for Short Story Unit II Vocabulary quiz on Monday. 

Monday - Friday, October 22-26, 2018 
Monday, October 22, 2018
Objectives:
A. The student will receive instruction on parallel form and citation.
B. The student will use prewriting activities and outline requirements to construct an outline to guide the writing of the critical analysis.
C. The student will define and record the parts of speech for selected vocabulary to add to the understanding of the story.
D. The student will organize the English notebook in preparation for a notebook check on Wednesday that will evaluate organization and completion of assignments, notes, and worksheets.
Instruction:
A. Use and format of direct quotes in the critical analysis
B. Parallel format instruction 
Homework: 
A. Organize notebook for check on Wednesday.
B. Assign parallel topics to each of the 9 quotes.
C. Record definitions and parts of speech of SSII vocabulary.
Tuesday. October 23, 2018 
Objectives:
A. The student will examine a model of the outline required for the critical analysis writing assignment.
B. The student will use prewriting activities and outline requirements to construct an outline to guide the writing of the critical analysis.
C. The student will define and record the parts of speech for selected vocabulary to add to the understanding of the story.
D. The student will organize the English notebook in preparation for a notebook check on Wednesday that will evaluate organization and completion of assignments, notes, and worksheets.  
Instruction:
A. Creating an outline for the critical analysis
B. Individual work on Short Story Unit II Vocabulary assignment  
Homework: 
A. Organize notebook for check on Wednesday.
B. Assign parallel topics to each of the 9 quotes.
C. Record definitions and parts of speech of SSII vocabulary.
D. Create and type rough draft of outline for tomorrow.
Wednesday, October 24, 2018 
Objectives:
A. The student will demonstrate organization of notebook and completion of homework for MP #1 by answering questions on a notebook quiz with 80% or higher accuracy.
B. The student will use prewriting activities and outline requirements to construct an outline to guide the writing of the critical analysis.
C. The student will define and record the parts of speech for selected vocabulary to add to the understanding of the story.
Instruction:
A. Notebook Check Quiz administration 
B. Individual work on Short Story Unit II Vocabulary assignment
Homework: 
A. Copy of outline due in class tomorrow.
B. Complete SSII Vocabulary parts of speech and definitions for Friday.
Thursday, October 25, 2018 
Objectives:
A.  The student will peer evaluate another student’s outline for content and format.
B. The student will revise, edit, and publish the character critical analysis outline.
C. The student will define and record the parts of speech for selected vocabulary to add to the understanding of the story.
Instruction:
A. Creating a title for a critical analysis
B. Peer evaluation of the critical analysis outline
C. Reveiw and revision of the critical analysis outline for submission 
Homework: 
A. Record definitions and parts of speech for Short Story Unit II Vocabulary for tomorrow.
B. Revise and type final Critical Analysis Outline for submission on Monday
Friday, October 26, 2018 
Objectives:
A. The student will revise, edit, and publish the final critical analysis outline for submission and evaluation.
B. The student will review and practice rues for writing compound sentences for Short Story Unit II Vocabulary that demonstrates an understanding of the word’s meaning and usage and the format of a compound sentence. 
Instruction:
A. Review of Short Story Unit II Vocabulary 
B. Review of format of compound sentences
C. Application of Short Story Unit II Vocabulary definitions to construction of compound sentences 
Homework: 
A. Create Compound Sentences for assigned words in Short Story Unit II words for Monday.
B. Revise, edit, and publish final Critical Analysis Outline for submission on Monday.

Monday - Friday, October 15-19, 2018 
Monday, October 15, 2018
Objectives:
A. The student will wrap up the discussion of the elements of fiction for “The Musgrave Ritual” by reviewing students’ collaborative work.
B.  The student will study for the Short Story Unit I Test.
C. The student will receive and review scores for “The Musgrave Ritual” Reading Quiz. 
Instruction:
A. Return and review of evaluated "The Musgrave Ritual" Reading Quiz: evaluated reading quiz 
B. Review of group collaborative work on "The Musgrave Ritual" Review 
Homework:
A. Study for Short Story Unit I Test on Wednesday. 
Tuesday, October 16, 2018 
Objectives:
A. The student will work in a group and as a class to review for the Short Story  Unit I Test.
B. The student will participate in a review game in preparation for a Short Story Unit I Test.
C. The student will prepare for a formative assessment on Short Story Unit I. 
Instruction:
A. Short Story Unit I Review 
Homework:
A. Study for Short Story Unit I Test on Wednesday.
B. Complete Literary Terms Crossword Puzzle as review for the test.
Wednesday, October 17, 2018
Objectives:
A. The student will demonstrate an understanding of the concepts and literary devices studied during Short Story Unit I by answering questions on a test with 80% or higher accuracy.
B. The student will begin the development of a critical analysis by brainstorming possible topics in Critical Analysis Prewriting Activity I. 
Instruction:
A. Administration of Short Story Unit I Test 
Homework:
A. Complete Critical Analysis Prewriting Activity I. due tomorrow. 
Thursday, October 18, 2018 
Objectives:
A. The student will review personality traits of selected Short Story Unit I characters and methods by which this characterization was developed.
B. The student will read, copy, and explain the terminology of the critical analysis format.
C. The student will view models for gathering information and shaping the critical analysis.
D. The student will select and analyze a character from selected stories on Prewriting I by finding and examining supports of four of the character’s traits (criteria).
E. The student will construct a thesis statement for the critical analysis that includes the author, title of story, name of character being analyzed, the judgment, and 3 supportive criteria; and a conclusion that reorders thesis statement and states a consequence of the judgment.
Instruction:
A. Introduction of Critical Analysis assisgnment, format, and content
B. Review of homework Critical Analysis Prewriting II
C. Classwork on establishing a thesis for the critical analysis
Homework:
A. Complete Critical Analysis Data Sheet: Prewriting II. for tomorrow. 
Friday, October 19, 2018 
Objectives:
A. The student will review his/her thesis statement for the critical analysis that includes the author of the story, the name of the chosen character, the judgment, the three supportive criteria, and a conclusion that reorders the thesis statement and states a consequence of the judgment.
B. The student will review the format for correctly copying and citing a quote.
C. The student will find evidence to support the thesis statement in the text of the short story by using the methods of characterization studied.
Instruction: 
A.  Individual revisions to thesis statement
B. Work on finding textual evidence to support criteria and judgment of the critical analysis thesis statement 
Homework: 
A. Complete Critical Analysis Prewriting III for Monday.
B. Organize notebook for Notebook Check Quiz on Wednesday
Monday - Friday, October 8-12, 2018 
Monday, October 8, 2018
Objectives:
A. The student will read an example of escape literature in the form of a detective story.
B. The student will complete the story chart for “TMR” which identifies the story’s    elements of fiction.
C. The student will define and apply character techniques to the development of the “The Musgrave Ritual” characters of Sherlock Holmes and Brunton through the use of direct and indirect characterization.
D. The student will demonstrate an understanding of the three types of irony by creating original examples of each irony for assessment.
E. The student will be introduced to background information on Sir Arthur Conan Doyle, the detective story, and Sherlock Holmes. 
Instruction:
A. Introduction of "The Musgrave Ritual" short story by defining essential literary terms
B. Oral reading of "The Musgrave Ritual" 
C. Review of Application of Irony project 
Homework: 
A. Read “The Musgrave Ritual” (pp. 46-60) and complete story chart and all syllabus work for Thursday.
B. Be prepared for “TMR” Reading Quiz on Thursday
C. Complete Application of Irony Assignment for Friday. 
Tuesday, October 9, 2018
Objectives:
A. The student will read an example of escape literature in the form of a detective story.
B. The student will complete the story chart for “TMR” which identifies the story’s    elements of fiction.
C. The student will define and apply character techniques to the development of the “The Musgrave Ritual” characters of Sherlock Holmes and Brunton through the use of direct and indirect characterization.
D. The student will demonstrate an understanding of the three types of irony by creating original examples of each irony for assessment.
Instruction:
A. SIlent reading of "The Musgrave Ritual" and completion of the story chart for Thursday 
Homework:  
A. Read “The Musgrave Ritual” (pp. 46-60) and complete story chart and all syllabus work for Thursday.
B. Be prepared for “TMR” Reading Quiz on Thursday
C. Complete Application of Irony Assignment for Friday. 
Wednesday, October 10, 2018
Objectives:
A. The student will will demonstrate knowledge on the College Board PSAT.
B. The student will participate in the PDE Career education mandated activities. 
Instruction:
A. PSAT Administration
B. Career activities 
Homework:  
A. Read “The Musgrave Ritual” (pp. 46-60) and complete story chart and all syllabus work for Thursday.
B. Be prepared for “TMR” Reading Quiz on Thursday
C. Complete Application of Irony Assignment for Friday. 
Thursday, October 11, 2018
Objectives:
A.   The student will demonstrate an understanding of the elements of fiction in the short story “The Musgrave Ritual” by answering questions on a reading quiz with 80% or higher accuracy.
B.   The student will work in a group to determine the elements of the detective story, the plot construction, the characterization of Holmes, and the elements of fiction found in “TMR.”
C.   The student will study for the Short Story Unit I Test by completing the Short Story Unit I Review worksheet.
D. The student will demonstrate an understanding of the three types of irony by creating original examples of each irony for assessment. 
Instruction:
A. Administration of "TMR" Reading Quiz
B. Introdiuction of Methods of Characterization
C. "TMR" Group Activity on Holmes characterization, plot construction, detective story components, and story chart content 
Homework: 
A.Complete “TMR” review if not done in class; begin work on Short Story Unit I Review. 
Friday, October 12, 2018
Objectives:
A. The student will wrap up the discussion of the elements of fiction for “The Musgrave Ritual” by reviewing yesterday’s collaborative work.
B.   The student will study for the Short Story Unit I Test and complete the Short Story Unit I Review worksheet.
C. The student will receive and review scores for “The Musgrave Ritual” Reading Quiz. 
Instruction
A. Review of "TMR" gorup work via "TMR" Group Activity, story chart, and evaluated "TMR" reading quiz
B. Work on Short Story Unit I Review 
Homework:  
A.  Complete Short Story Unit I Review Sheet for Monday.
B. Study for Short Story Unit I Test on Wednesday.
Monday - Friday, October 1 - 5, 2018
Monday, October 1, 2018 
Objectives:
A. The student will work collaboratively to find textual evidence to support the lady’s choice of the door with the tiger or the door with the lady.
B. The student will participate in a decision-making activity that emphasizes the problem-solving skills/considerations and supportive resources involved in making decisions. 
C. The student will demonstrate an understanding of the basic elements of fiction identified in a reading selection by answering questions on a literary terms quiz with 80% or higher accuracy. 
Instruction:
A. Introduction to memorization activity for the TJ Alma Mater
B. Administration of Literary Terms Quiz
C. Collaborative Group Presentation of evidence for the lady or the tiger
D. Decision-making activity 
Homework: 
A. Complete Verbal Irony in “TL,OTT?” for tomorrow.
B. Memorize Alma Mater for quiz on Friday. 
Tuesday, October 2, 2018 
Objectives:
1. The student will use the homework completed Short Story chart to discuss the elements of fiction in “TL,OTT?” and analyze its content and purpose.
2. The student will Receive and review questions and correct answers on the evaluated Literary Terms Quiz.
3. The student will review the use of verbal irony in developing elements of fiction in “TL,OTT?”
Instruction:
A. "TL,OTT?" discussion using story chart and elements of fictiojn
B. Review of irony in "The Lady, or the Tiger?"
C. Introduction of plot construction and application to "The Most Dangerous Game" 
Homework:
A. Complete Plot Construction for “TL,OTT?”  
Wednesday, October 3, 2018 
Objectives:
1. The student will read Jack London’s short story “War” and analyze and evaluate elements of fiction in the story through completion of an elements of fiction story chart and discussion.
2. The student will memorize the words of the TJ Alma Mater for recitation and writing on Friday. 
Instruction:
A. Review of plot construction for "TL,OTT?"
B. Introduction to Jack London's "War"
C. Reading aloud and silently short story, "War" 
Homework:  
A. Complete “War” (pp. 39 – 44) reading and Story Chart for tomorrow. 
B. Quiz tomorrow on “War.”
C. Memorize Alma Mater for Friday quiz. 
Thursday, October 4, 2018 
Objectives:
A. The student will discuss the implications of irony of situation, universality, and anonymity on “War.”
B. The student will discuss elements of fiction and their development in the short story “War.”
C. The student will apply the knowledge of plot construction to identifying the plot elements in the short story “War.”
D. The student will apply knowledge of irony to the creation of three original examples of the three types of irony studied.
E. The student will demonstrate an understanding of the basic elements of fiction in the short story “War” by answering questions on a quiz with 80% or higher accuracy. 
Instruction:
A. Introduction to Application of Irony Project
B. Administration of "War" Reading Quiz
C. Reveiw of "War" elements of fiction
D. Application of plot construction to "War" 
Homework: 
A. Complete Application of Irony Assignment for Monday.
B. Memorize Alma Mater for tomorrow’s evaluation.
Friday, October 5, 2018 
Objectives:
A. The student will be introduced to background information on Sir Arthur Conan Doyle, the detective story, and Sherlock Holmes.
B. The student will read an example of escape literature in the form of a detective story.
C. The student will apply techniques to memorizing a passage to recording the words of the TJ Alma Mater for evaluation.
Instruction:
A. Return and review of "War" Reading Quiz
B. Administration of Alma MAter Quiz
C. Intorduction to short story "The Musgrave Ritual"
D. In-class reading of beginning of "TMR" 
Homework:  
A. Read “The Musgrave Ritual” (pp. 46-60) and complete story chart and all syllabus work for Tuesday.
B. Complete Application of Irony Assignment for Wednesday.
Monday - Friday, September 24 - 28, 2018 
Monday, September 24, 2018
Objectives:
A. The student will define and apply definitions to original sentences of Short Story Unit I vocabulary words with 70% or better accuracy on a vocabulary quiz.
B. The student will read the short story “The Most Dangerous Game” by Richard Connell and apply techniques for reading and understanding introduced.
C. The student will apply the knowledge of the elements of fiction to the analysis of a selected short story.
Instruction:
A. Administration of Short Story Unit I Vocabulary Quiz 
B. Review of evaluated Parts of Speech and Sentence Structure Quiz 
C. Individual work on "The Most Dangerous Game" reading and story chart
Homework: 
A. Read “The Most Dangerous Game” (pp. 12-28) for tomorrow.
B. Complete “TMDG” Story Chart for tomorrow. 
C. Be prepared for a Reading Quiz on tomorrow.
Tuesday, September 25, 2018
Objectives:
A. The student will receive, review, and record scores for Short Story Unit I Vocabulary Quiz.
B. The student will find specific examples of internal and external conflict in “TMDG.”
C. The student will demonstrate a basic understanding of the elements of fiction in the short story “The Most Dangerous Game” by answering questions on a quiz with 70% or higher accuracy.
D. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
Instruction:
A. Anticipatory Set - conflicts
B. Return and Review of Short Story Unit I Vocabulary Quiz
C. Administration of "The Most Dangerous Game" Reading Quiz
D. Introduciton and application of three types of irony
E. Discussion of "TMDG" elements of fiction using the student completed story chart 
Homework:  
A. Complete Irony worksheets. 
Wednesday, September 26, 2018
Objectives:
A. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
B. The student will receive and review “The Most Dangerous Game” Reading Quiz.
C. The student will find and identify examples of irony in assigned literary selections. 
Instruction:
A. Anticipatory Set - Ironies
B. Return and review "TMDG" evaluated reading quiz
C. Wrap-up of "TMDG" elements of fiction
D. Reveiw of irony via homework assignment and application to "TMDG" 
Homework: 
A. Study for Literary Terms Quiz on Monday. 
Thursday, September 27, 2018
Objectives:
A. The student will read the ironic Thurber short story “The Lady, or the Tiger?” and complete all syllabus work and story chart.
B. The student will review definitions of literary terms in preparation for a quiz on Monday.
Instruction:
A. Irony review
B. Class reading of "TL,OTT?" and work on completing the story chart 
Homework:  
A. Read “The Lady, or the Tiger?”(pp. 31-36) for tomorrow.
B. Complete “TL,OTT?” story chart with all syllabus work for tomorrow
C. Quiz on “TL,OTT?” tomorrow.
D. Review Literary Terms definitions for a quiz on Monday.
Friday, September 28, 2018
Objectives:
A. The student will work collaboratively to find textual evidence to support the lady’s choice of the door with the tiger or the door with the lady.
B. The student will participate in a decision-making activity that emphasizes the problem-solving skills/considerations and supportive resources involved in making decisions. 
Instruction:
A. Administration of "TL,OTT?" Reading Quiz
B. Decision-making Activity
C. Collaborative activity to find textual evidence  to support which door is chosen - the lady or the tiger
Homework:
A. Study for Literary Terms Quiz on Monday. 
 
Monday-Friday, August 27, 2018 - August 31, 2018
Monday, August 27, 2018
Objectives: 
A. The student will receive an introduction on the teacher, course, and curriculum.
B. The student will collaborate in a group to review the student completed assigned The Giver Review in preparation for a formative assessment.
C. The student will receive an assigned seat.
D. The student will review an overview of the course and teacher expectations by reviewing the procedures and responsibilities of the course.
E. The student will thoughtfully complete a Student Profile to introduce himself/herself to the teacher and set personal goals for the course. 
Instruction:
A. Asignment of seats.
B. Collection of Summer Reading Project Shields.
C. Review of homework
D. Group collaboration to review The Giver 
Homework:
A. Read over P & R and highlight important information, read Compilation of Wisdom, and complete Student Profile for tomorrow.
B. Have parent read and sign Parent Letter for Wednesday.
C. Bring The Giver novel to class daily. 
D. Quiz on The Giver next Tuesday.
E. Bring notebook by Friday
Tuesday, August 28, 2018
Objectives:
A. The student will review the characters, plot, and themes of The Giver by completing A Pre-assessment in preparation for learning and a formative assessment.
B. The student will demonstrate proper behavior for entering the classroom and getting to work.
C. The student will self-check the completed The Eight Parts of Speech worksheet.
E. The student will review an overview of the course and teacher expectations by reviewing the procedures and responsibilities of the course.
F. The student will participate in an activity in a safe environment to help increase effectiveness in expressing ideas with others in the class.
Instruction:
A. Collection of Student Profiles
B. Review of Procedures and Resposibilities of course
C. Completion of The Giver Review Pre-Assessment 
D. Review of The Parts of Speech Overview Packet completed during the summer 
Homework:
A. Complete self-check of The Eight Parts of Speech and The Giver Pre-assessment for  tomorrow. 
B. Bring Parent Letter to class tomorrow for collection and have The Giver: A Utopian Society for tomorrow from summer assignment in class.
C. Purchase a looseleaf notebook by Friday.
Wednesday, August 29, 2018
Objectives:
A. The student will work collaboratively in a group to review the pre-assessment on The Giver in order to self-assess current knowledge on the summer reading selection and to increase effectiveness and comfort in expressing ideas with others.
B. The student will work on a prewriting assignment based on the strengths and weaknesses of the society in The Giver and in doing so will examine personal beliefs on such topics as individualism, social inequality, racism, etc. 
Instruction:
A. Collection of Parent Letter
B. Review of The Giver Pre-assessment
C. Introduction to My Utopia Pre-writing assignment 
Homework:
A. Complete The Giver: A Utopian Society Prewriting. 
Thursday, August 30, 2018
Objectives:
A. The student will generate a list based on pre-knowledge/experience of components of a well-written/constructed paragraph and apply these qualities to the writing assignment on a utopian society.
B. The student will review the requirements and procedures for the utopian writing assignment.
C. The student will review the correct format for the writing following MLA style.
D. The student will construct a rough draft of a utopia analysis following the writing process, MLA format, and opinions supported by proof from The Giver. 
Instruction:
A. Parts of Speech Warm-up
B. Instruction on My Utopia writing Assignment based on summer reading
C. Introduction to manuscript Format for writing 
Homework:
A. Complete rough draft of My Utopia Writing Assignment with title for tomorrow.
B. Final copy, typed and following Manuscript Format is due on Wednesday.
C. Review for The Giver Quiz on Tuesday.
D. Notebook in class for tomorrow. 
Friday, August 31, 2018
Objectives:
A. The student will peer evaluate the rough draft of the My Utopia Writing Assignment.
B. The student will prepare and practice an autobiographical introduction speech that contains required content and demonstrates an understanding of reviewed and practiced delivery techniques for aiding clear communication.
C. The student will generate a list of public speaking do’s and don’ts and relate them to the required speech techniques required for the oral presentation.
D. The student will view a model oral presentation performed by the teacher.
Instruction:
A. Review of content of The Giver Quiz
B. Completion of Part of Speech Warm-up 
C. Anticipatory Set Activity
D. Peer Evalaution of My Utopia rough draft 
E. Oral Presentation Instruction 
Homework:
A. Publish final, good typed paragraph with title following Manuscript Format for Wednesday.
B. Review for The Giver Quiz on Tuesday.
 
Tuesday - Friday, September 4 - 7, 2018
Tuesday, September 4, 2018
Objectives:
A. The student will publish final copy of the My Utopia analysis following prescribed MLA format for submission with peer evaluation and rubric.
B. The student will peer evaluate the rough draft of the My Utopia Writing Assignment.
C. The student will prepare and practice an autobiographical introduction speech that contains required content and demonstrates an understanding of reviewed and practiced delivery techniques for aiding clear communication.
Instruction:
A. Administration of The Giver Quiz
B. Peer evaluation of My Utopia paper 
Homework: 
A. Read Autobiographical procedures for tomorrow. Highlight.
B. Publish final, good typed paragraph with title following Manuscript Format for Thursday.
C. Report to Library on Thursday.
Wednesday, September 5, 2018
Objectives:
A. The student will prepare and practice an autobiographical introduction speech that contains required content and demonstrates an understanding of reviewed and practiced delivery techniques for aiding clear communication.
B. The student will view a model oral presentation performed by the teacher. 
Instruction:
A. Parts of Speech warm-up
B. Volunteers for Speech Presentations beginning Friday
C. Oral Presentation Instruction
D. Teacher Modeling of Speech
E. Additional individual work on Parts of Speech 
Homework:
A. Make note cards for speech and attach to back of shield for Friday.
B. Practice speech for presentation on Friday.
C. Report to library tomorrow with final copy of My Utopia paper, peer evaluation, and rubric.
Thursday, September 6, 2018
Objectives:
A. The student will receive an orientation on the layout, content, rules, use, and procedures of the TJ library.
B. The student will submit final copy of My Utopia Writing Assignment with rubric and student evaluation. 
Instruction:
A. Collection of My Utopia papers
B. Library Orientation 
Homework: 
A. Prepare Introduction Speech for presentation tomorrow
B. Prepare note cards for speech.
C. Practice speech.
Friday. September 7, 2018
Objectives:
A. The student will share autobiographical information with class via a visual aid and oral presentation.
B. The student will apply oral presentation techniques by speaking to the class about three pre-selected memory experiences.
C. The student will practice good listening skills by listening to oral presentations and responding positively. 
D. The student will individually continue to review the parts of speech by completing an warm-up on prepositions, conjunctions, interjections, and good versus well worksheets and completing and self-checking various parts of speech exercises.
Instruction:
A. Review of oral presentation content and delivery techniques
B. Presentation of speeches
C. Completion of peer evaluation 
Homework:
A. Review speech if not given today.
B. Self-check POS Extra Help Worksheets.
B. Complete Parts of Speech Exit Practice.

Monday - Friday, September 10-14, 2018
Monday, September 10, 2018
Objectives:
A. The student will share autobiographical information with class via a visual aid and oral presentation.
B. The student will apply oral presentation techniques by speaking to the class about three pre-selected memory experiences.
C. The student will practice good listening skills by listening to oral presentations and responding positively. 
D. The student will individually continue to review the parts of speech by completing and self-checking additional worksheets as needed.
Instruction:
A. Review of The Giver Reading Quiz
B. Oral Presentations and Peer Evaluations  
Homework:
A. Complete Sentence Structure Packet. 
Tuesday, September 11, 2018
Objectives:
A. The student will share autobiographical information with class via a visual aid and oral presentation.
B. The student will apply oral presentation techniques by speaking to the class about three pre-selected memory experiences.
C. The student will practice good listening skills by listening to oral presentations and responding positively. 
D. The student will individually continue to review the parts of speech by completing and self-checking additional worksheets as needed.  
Instruction:
A. Sentence Structure Pre-assessment
B. Instruction of Sentence Structure 
C. Oral Presentations and Peer Evaluations 
Homework: 
A. Complete Sentence Structure Packet. 
Wednesday, September 12, 2018
Objectives:
A. The student will receive textbook, record numbers, and cover book by Monday.
B. The student will receive vocabulary for Short Story Unit I and use the textbook to record the part of speech & definition for each word.
C. The student will review rules for writing sentences and apply these rules and knowledge of the part of speech to completing a sentence fragment/comma splice/run-on worksheet.
D.  The student will complete a practice sentence structure worksheet packet and review rules for writing correctly written sentences.
E.  The student will share autobiographical information with the class via a visual aid and oral presentation.
F.  The student will apply rules of correct sentence structure to the creation of sentences for Short Story Unit I Vocabulary that demonstrate and understanding of sentence structure rules, their definitions and parts of speech, and use of contextual clues. 
Instruction:
A. Distribution of Adventures in Reading
B. Completion of  Oral Presentations
C. Sentence Structure review
D. Introduction of Short Story Unit I Vocabulary and procedures for working with vocabulary
Homework:
A. Complete Short Story I vocabulary parts of speech and definitions for Thursday.
B. Cover book for Monday.
 Thursday, September 13, 2018
Objectives:
A.  The student will apply rules of correct sentence structure to the creation of sentences for Short Story Unit I Vocabulary that demonstrate and understanding of sentence structure rules, their definitions and parts of speech, and use of contextual clues. 
Instruction:
A. Review of Short Story Unit I Vocabulary
B. Application of vocabulay meaning and usage to creation of well-structured sentences 
Homework:
A. Create well-structured sentences for assigned vocabulary for Friday.
B. Cover book for Monday. 
Friday, September 14, 2018
Objectives:
A. The student will review Short Story Unit I Vocabulary parts of speech, definitions and sentences by peer evaluating assigned vocabulary sentences.
B. The student will take background notes on the short story and its qualities.
C. The student will receive Short Story Unit I syllabus and review components and assignments.
D. The student will review the parts of speech and correct sentence structure for an assessment tomorrow. 
Instruction:
A. Sentence structure warm-up
B. Peer Evaluation and revisions of Short Story unit I vocabulary sentences
C.  Introduction of Short Story unit I Syllabus and Qualities of a Short Story
Homework: 
A. Study/prepare for Monday’s Parts of Speech and Sentence Structure Quiz.
B. Complete self-check Parts of Speech and Sentence Structure Review.
C. Cover book for Monday.
 
Monday - Friday, September 17-21, 2018
Monday, September 17, 2018
Objectives:
A. The student will receive a Short Story Elements of Fiction Chart and define the terms using the glossary and page 2 of the textbook.
B. The student will review Short Story Unit I Vocabulary definitions, parts of speech, and sentences in preparation for a quiz next Monday on the vocabulary words.
C.  The student will demonstrate an understanding of the eight parts of speech and correct sentence structure by answering questions on a quiz with 80% or higher accuracy. 
Instruction: 
A. Introduction of Short Story Elements of Fiction Definitions homework
B. Administration of Parts of Speech & Sentence Structure QUiz
C. The Qualities of a SHort Story Activity and notes 
Homework
A. Complete Elements of Fiction Story Chart definitions for tomorrow.
B. Begin preparing for Vocabulary quiz on Thursday by reviewing words.
Tuesday, September 18, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will receive and review components of the short story chart and complete it as an analysis, interpretation, and evaluation of the short story “The Most Dangerous Game.”
C. The student will review for an evaluation on Short Story Unit I Vocabulary on Friday.
D. The student will identify and define the basic elements of fiction based on pre-knowledge, homework chart, and teacher lecture.
E. The student will review the Short Story Unit I syllabus in order to understand the components and progression of study. 
Instruction: 
A. Completion and Review of  Qualities of a Short Story 
B. Distribution and review Short Story Unit I Syllabus and  Blank Story Chart
C.   Preview  of the short story  "The Most Dangerous Game" 
D. Class reading of beginning of "The Most Dangerous Game" modeling steps of a good reader
Homework
A. Study words for Vocabulary Quiz on Friday.
B. Read TMDG (12-28) and complete Story Chart for Monday.
C.  Expect Reading Quiz on TMDG on Monday. 
Wednesday, September 19, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will review for an evaluation on Short Story Unit I Vocabulary on Friday. 
Instruction: 
A. Vocabulary Warm-up (Review) Exercise
B.  Reurn and review of Student Generated Vocabulary Sentences
C. Overview of make-up of Friday's Short Story Unit I Vocabulary Quiz
D. Silent reading of "The Most Dangerous Game" and completion of STory Chart 
Homework
Thursday, September 20, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will review for an evaluation on Short Story Unit I Vocabulary on Monday. 
Instruction: 
A. The student will read as a class mdeling the steps a good reader takes when reading a selction for comprehension, interpretation, and analysis.
Homework
A. Study words for Vocabulary Quiz on Monday.
B. Read TMDG (12-28) and complete Story Chart for Tuesday. 
C.  Expect Reading Quiz on TMDG on Tuesday. 
Friday, September 21, 2018
Objectives:
A. The student will read the short story “The Most Dangerous Game” by Richard Connell and apply techniques for reading for understanding introduced.
B. The student will apply the knowledge of the elements of fiction to the analysis of a selected short story. 
C. The student will engage in an activity that will serve as a review of the vocabulary in preparation for a quiz on SHort STory Unit I Vocabulary on Monday. 
Instruction: 
A Review game in preparation for tomorrow's Short Story Unit I Vocabulary Quiz 
B. Individual work on completion of reading of "The Most Dangerous Game" and its Story Chart with all syllabus work 
Homework
A. Studyy for Short STory Unit I Vocabulary on Monday.
B. Read “The Most Dangerous Game” (pp. 12-28) for Tuesday.
C. Complete “TMDG” Story Chart for Monday. Be prepared for a Reading Quiz on Tuesday.
 
OBJECTIVES, INSTRUCTION, AND HOMEWORK ASSIGNMENTS FORA
HONORS ENGLISH 1 - PERIODS 5 & 8
 
Monday - Friday, May 6 - 10, 2019
Objectives:
A. The student will receive and review evaluated Romeo and Juliet Act III paraphrasing quiz.
B. The student will demonstrate an understanding of Romeo and Juliet Acts IV & V vocabulary words’ meanings and usage and select comma rules by answering questions on a quiz with 80% or higher accuracy.
C. The student will complete the reading of Romeo and Juliet Act IV, the falling action of the play, and Act V, the resolution of the play.
D. The student will complete a review sheet in preparation for a summative assessment on Romeo and Juliet.
E. The student will wrap-up story of Romeo and Juliet with a review of the Reading Guide questions and a discussion on the nature of the characters, the role of fate, the use of ironies, the tragedy elements, and the theme in preparation for the summative assessment.
F. The student will review the tragedy triangle and the time line.
G. The student will prepare extra credit presentations of memorized monologues and soliloquys from Romeo and Juliet
Instruction:
A. Administration of Acts IV & V Vocabulary Quiz
B. Reading of Acts IV & and completion of Reading Guide Questions
C. Class and group work on final discussion of elements of fiction of drama
D. Review activites in preparation for final evaluation on Romeo and Juliet 
Homework: 
A. Read Romeo and Juliet Act IV and Act V as assigned in class and daily complete reading Guide Questions and update timeline and Plot Construction Triangle for what has been read.
B. Complete Romeo and Juliet Review Packet for Friday (5/10/19).
C. Study for Romeo and Juliet Test on Monday, 5/13. Complete and check Crossword Puzzle
D. Extra credit begins Tuesday, 5/14 and ends Friday 5/17.
 
Monday - Friday, April 29 - May 3
Objectives
A. The student will complete reading aloud, Act III, the turning point of the play, and Act IV, the falling action of the play, Romeo and Juliet.
B.  The student will answer questions on the Romeo and Juliet, Act III and Act IV Reading Guides and update the timeline as s/he reads.
C. The student will receive and review Romeo and Juliet ACT III and Act IV Study Guide Packets.
D. The student will receive, review, and record score for Act II Romeo and Juliet Quiz.
E.  The student will paraphrase Romeo and Juliet, Act III, scene 4 to demonstrate and understanding of Shakespeare language and content.
F. The student will demonstrate and understanding of language and content off Romeo and Juliet, Act III, by paraphrasing select lines on a quiz with 75% or higher accuracy.
Instruction:
A. Review of Romeo and Juliet Act II Quiz 
B. Group Activity - Paraphrasing of Act III, scene 4
C. Reading, completion of reading guide questions, paraphrasing, and discussion of Romeo and Juliet Act III and Act IV 
D. Update of Romeo and Juliet timeline 
E. Student review of Acts IV & V Vocabuary and sentences written
F. Administration of Romeo and Juliet Act III Paraphrasing Quiz (Thursday)
Homework:
A. Complete reading and reading guide questions read in class or assigned and update timeline daily.
B. Complete Acts IV & V Vocabulary by recording definitions and parts of speech for selected words and writing assigned sentences that demonstrate an understanding of the comma rules studies for Wednesday. RECORD SENTENCES ON SEPARATE PIECE OF PAPER!
C. Complete Act III, scene 4 paraphrasing.
D. Review for quiz on Romeo and Juliet, Act III on Thursday, May 2.
E. Prepare for Act IV & V Vocabulary Quiz on Monday, May 6.
 
Tuesday - Friday, April 23 - 26, 2019
Tuesday, April 23, 2019
Objectives:
A. The student will complete the reading aloud in class the complications presented in the play Romeo and Juliet, Act II.
B. The student will review the Romeo and Juliet, Act II Reading Guide questions and the content of the Act II Quiz in preparation for a formative evaluation ton Thursday.
Instruction:
A. Review of content of Act II Quiz
B. Assignment of reading parts for presentation of Act II Readers' Theate 
C. Completion of reading of Romeo and Juliet, Act II  and accompanying Reading Guide
D. Review of Romeo and Juliet Act II Reading Guide and Timeline 
Homework:
A. Complete Romeo and Juliet Act II Crossword Puzzle and all questions for Act II.
B.  Review of What's in a Name? Prewriting for submissin tomorrow
C. Study for quiz on Romeo and Juliet Act II tomorrow.
Wednesday - Friday, April 24 - 26, 2019
Objectives:
A. The student will answer questions on a quiz on Act II of Romeo and Juliet with 80% or higher accuracy.
B. The student will complete reading aloud, Act III, the turning point of the play Romeo and Juliet.
C.  The student will answer questions on the Romeo and Juliet Act III Reading Guide and update the timeline as s/he reads.
D. The student will receive and review Romeo and Juliet ACT III Study Guide Packet.
E. The student will receive, review, and record score for Act II Romeo and Juliet Quiz.
Instruction:
A. Administration of Romeo and Juliet Act II Quiz
B. Reading of Romeo and Juliet Act III in Readers' Theater format and completion of reading Guide
Homework:
A. Tuesday – Complete Act II Reading Guide Questions and Review Crossword Puzzle; Study for Romeo and Juliet Act II quiz tomorrow
B. Wednesday -Thursday & Friday - Complete Act III Guide Questions and Timeline as read or assigned and update timeline 
 
Monday - Thursday, April 15-18, 2019
Objectives:
A. The student will receive, review, and record score for Act I Romeo and Juliet Quiz.
B. The student will answer questions on a quiz on Act II of Romeo and Juliet with 70% or higher accuracy.
C. The student will read aloud, paraphrase in a Readers’ Theater format, and complete Romeo and Juliet Act II Reading Guide and Act I Poetic Techniques as scenes are read. 
D. The student will apply Literary Terms introduced to analyzing and discussing the selected reading.
E. The student will read two nonfiction articles with opposing viewpoints on the importance of names to help student determine personal opinion on names’ significance.
F. The student will complete a research project that supports his/her individual judgment on the significance of names based on Romeo and Juliet, personal research, and nonfiction articles read.
Instruction:
A. Review and discussion of Act I Quiz
B. Reading and discussion of poetic devices, literary terms, and elements of fiction of Romeo and Juliet Act II 
C. Paraphrasing of all reading in Romeo and Juliet, Act II
D. Research on individual names and their etymology
E. Completion in cooperative learning groups of What's in a Name? Group Discussion Activity
F. Instruction on crtical analysis on the significance of names
Homework:
A. Complete reading of 3 nonfiction articles and accompanying 2 questions on What’s in a Name? Nonfiction Reading Guide for Tuesday.
B. Complete What’s in a Name? Prewriting worksheet for Thursday.
C. Complete reading of Act II, prologue-scenes 6 and update timeline and guide questions. Complete guide work for anything read in class.
D. Review for Act II Quiz on Wednesday, April 24
E. Prepare “What’s in a Name?” Essay for Thursday, April 25
Monday - Friday, April 8 - 12, 2019 
Objectives:
A. The student will read aloud and paraphrase in a Readers’ Theater format and complete Romeo and Juliet Act I and II Reading Guides and Act I Poetic Techniques as scenes are read. 
B. The student will apply Literary Terms introduced to analyzing and discussing the selected reading.
C. The student will demonstrate an understanding of the elements of fiction and literary devices in Romeo and Juliet, Act I, by answering questions on a quiz with 80% or higher accuracy.
D. The student will read two nonfiction articles with opposing viewpoints on the importance of names to help student determine personal opinion on names’ significance.
Instruction:
A. Completion of various warm-ups to prepare for reading and concepts for the day
B. Reading of Act I, scenes 3 - 5 and Act II, Prologue- scene 2 
C. Completion of Reading Guide questions and Poetic Techniques
D. Reading of nonfiction articles on the significance of names
E. Group work to answer Juliet's question, What's in a name? 
F. Preparation for a writing assignment on What's in a name? 
G. Administration of Act I Reading Quiz 
Homework:
A. Complete reading guide questions for Romeo and Juliet Act I and poetic devices for  material read in class.
B. Review Act I Reading Guide questions and poetic techniques in preparation for a quiz.
C. Read 3 nonfiction articles and the complete the Reading Guide that examines 3 different viewpoints on the importance of names.
D. Complete what’s in a Name? Discussion Questions and Prewriting.
E. Review for quiz on ACT I.
Monday - Friday, April 1-5, 2019
Objectves:
A. The student will demonstrate an understanding of William Shakespeare, his life, his times, his theater, his play Romeo and Juliet, and the literary terms.
B. The student will read aloud and paraphrase in Reader’s Theater format the Romeo and Juliet Prologue to Act I, read Act I, Scenes 1- 5 and complete reading guides and poetic techniques.
C. The student will view different interpretations of the Prologue created in the Zefirelli, DeCaprio, and Shakespeare in Love videos.
D. The student will demonstrate an understanding of the poetry format of iambic pentameter by creating an original Shakespearean sonnet in the correct format with the correct content.
E. The student will view Act I of the Zefirelli version of Romeo and Juliet. 
F. The student will apply Literary Terms introduced to analyzing and discussing the selected reading.
Instruction:
A. Administration of Romeo and Juliet Background Quiz
B. Reading aloud in assigned parts via Reader's Theater the Prologue and Act I of Romeo and Juliet
C. Completion of Reading Guide and Poetic Techniques worksheet to assist in understanding of Shakespeare's play and techniques 
Homework:
A. Complete guide and poetic devices for section of play read in class.
B. Complete iambic pentameter assignment sonnet for Wednesday.
Monday - Friday, March 25 -29, 2019
Monday - Wednesday, March 25-27, 2019
Objectives:
A. The student will demonstrate an understanding of the usage and meaning of select vocabulary words form Romeo and Juliet, Acts I. – III., and 5 reviewed comma rules (appositives, direct address, interrupters, compound sentences, and introductory prepositional phrases and depend clauses)by applying this knowledge on a quiz with 80% or higher accuracy.
B. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
C. The student will read and complete a worksheet on information on Shakespeare’s theater in order to understand his writing techniques used in Romeo and Juliet.
D. The student will read the “Pyramus and Thisbe” Greek myth, the original Romeo and Juliet story, answer a set of questions which will aid in the understanding of Romeo and Juliet
Instruction:
A. Administration of Romeo and Juliet Vocabuary Quiz
B. Review of Shakespeare's life, times, theater, and Romeo and Juliet
C. Review of "Pyramus and Thisbe" myth as basis of Romeo and Juliet
D. Review of literary terms pertinent to understanding Romeo and Juliet 
Homework:
A. Monday: Read “Pyramus and Thisbe” Roman myth and answer questions.
B. Tuesday: Complete Shakespeare’s Stratford worksheet.
C. Wednesday: Complete Part II of Shakespeare’s Theater Worksheet.
Thursday, March 28, 2019
Objectives:
A. The student will review Shakespeare’s use of language and apply this knowledge to paraphrasing select lines form the play.
B. The student will review background information on William Shakespeare’s life, times, theater, Romeo and Juliet, and literary terms in preparation for a formative assessment on information that impacts the reading and understanding of Romeo and Juliet. 
Instruction:
A. Study of Shakespeare's unique language, sentence structure, and words
B. Apllication of labguage study to paraphrasing lines from Romeo and Juliet 
Homework:
A. Review background information on William Shakespeare’s life, times, theater, Romeo and Juliet, and literary terms in preparation for a formative assessment on information that impacts the reading and understanding of Romeo and Juliet. 
Friday, March 29, 2019
Objectives:
A. The student will receive instruction on defining and identifying blank verse via a video, worksheet, and exercises.
B. The student will use the reading guide for the Prologue to review the introduction to Romeo and Juliet. 
Instruction:
A. Instruction on the poetic rhythm of iambic pentameter
B. Introduction to writing assignment on iambic pentamterand sonnet
Homework:
A. Study for R&J Background Quiz on Monday that includes information on Shakespeare, his time, his theater, his play R & J, and the literary terms
B. Complete Standard Deviant Worksheet and create original sonnet for Wednesday. 
 
Monday - Friday, March 18-22, 2019
Monday & Tuesday, March 18 & 19, 2019 
Objectives:
A. The student will review Romeo and Juliet Literary Terms significant to the understanding of the drama genre and Romeo and Juliet.
B. The student will review Romeo and Juliet vocabulary in preparation for a vocabulary quiz next Monday, March 25.
C. The student will organize research in preparation for submission on Thursday.
D. The student will continue to review Shakespeare’s Theater and stage by reading the textbook introduction to his theater.
Instruction:
A. Application of tour of the TJ Theater to an understanding of Shakespeare's Theater and ultimately is writing of Romeo and Juliet 
B. Review of R & J Acts I. - III. Vocabulary
Homework:
A. Complete Shakespeare’s Theater and 10 Top Facts for Tuesday.
B. Organize Research materials for submission on Thursday.
C. Study for R & J Vocabulary Quiz on Friday.
D. Bonus Musical essay critique due by Friday.
Wednesday - Friday, March 20-22, 2019
Objectives:
A. Wednesday
1. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
2. The student will review Romeo and Juliet vocabulary in preparation for a quiz that demonstrates an understanding of selected vocabulary definitions, usage, and application to writing using selected comma rules.
3. The student will organize and prepare research materials for submission on Thursday.
B. Thursday
1. The student will take notes on a worksheet on background information for Romeo and Juliet on William Shakespeare, his life, his times, and his theatre via Google slides.
2. The student will review Romeo and Juliet vocabulary in preparation for a quiz that demonstrates an understanding of selected vocabulary definitions, usage, and application to writing.
3. The student will submit the research project required components.
4. The student will read and complete a worksheet on information on Shakespeare’s theater in order to understand his writing techniques used in Romeo and Juliet.
5. The student will read the “Pyramus and Thisbe Greek myth, the original Romeo and Juliet story, answer a set of questions which will aid in the understanding of Romeo and Juliet.
C.  The student will complete a practice assignment in understanding Shakespeare's language. 
Instruction:
A. Introduction to the life and times of William Shakespeare
B. Submission of Research Project
C. Review of Romeo and Juliet Act I. - III. Vocabulary
D. Review of Shakespeare's theater 
Homework:
A. Wednesday: Prepare research project as required for submission tomorrow; Complete R & J Vocabulary Crossword
B. Thursday: Read “Pyramus and Thisbe” Roman myth and answer questions; Study for R & J Vocabulary Quiz on Friday.
C. Friday: Complete Lanuage assignment
Monday - Friday, March 11-15, 2019
Objectives:
A. The student will organize research materials as required for submission on Tuesday, March 19.
B. The student will receive instruction on constructing the concluding paragraph of the research paper.
C. The student will work with the research team to create a final Works Cited page based on the outline and selected quotes included in the final research paper.
D. The student will work with research team to write the components of the final research analysis.
E. The student will peer evaluate the various components of the research analysis.
F. The student will revise the various components of the research paper.
G. The student will learn about Shakespeare’s theater and the impact the theater had on the playwright and his craft.
Instruction:
A. Review and revisions to developmental and concluding paragraphs
B. Instruction on writing the concluding paragraph.
C. Review of Submission of final paper.
D. Introduction to Shakespeare's theater
Homework:
A. Monday – Make revisions to Developmental Paragraphs
B. Tuesday – Complete Research Team’s common concluding paragraph
C. Wednesday - Friday – Revision of entire research paper and Works Cited; Print out all databases/internet articles used; Prepare research for submission on Tuesday, March 19; Quiz on Acts I. – III. on Thursday, March 21.
 
Monday - Friday, March 4 - 8, 2019
Objectives:
A. The student will submit a final outline that creates the plan of action, organization, and content of the research paper.
B. The student will demonstrate an understanding of correct citation format by answering questions on a quiz with 85% or higher accuracy.
C. The student will work with the research team to create a Works Cited page based on the outline and selected quotes.
D. The student will work with research team to write the components of the final research analysis.
E. The student will peer evaluate the various components of the research analysis.
F. The student will revise the various components of the research paper. 
Instruction:
A. Submission of Research Team Outline with topics and citation
B.  Administration and review of Citation Format Quiz
C. Team construction of Work Cited page based on outline 
D. Instruction on writing the inroductoru and developmental research paragraph 
E. Teaaam and peer evaluation of introductory and developmental paragraphs
F. Individual work on revisions to introductory and developmental paragraphs 
Homework:  
A. Monday – Complete Research Team’s Works Cited page in correct format
B. Tuesday – Complete Introductory Paragraph for tomorrow
C. Wednesday & Thursday – Individual Developmental Paragraphs due Friday
D. Friday – Revise developmental Paragraphs for Monday 
 
Monday - Friday, February 25 - March 1, 2019 
 Monday, February 25, 2019
Objectives:
A. The student will take a minimum of 25 notes from a minimum of 5 sources on four designated criteria delineated on the preliminary outline for the research subject. 
Instruction:
A. A collection of a minimum of 25 notes from a minimum of 5 sources that support the thesis statement for the research project 
Homework: 
A.   A minimum of 25 notes from a minimum of 5 sources that support the thesis statement for the research project due tomorrow
Tuesday - Friday, February 26 - March 1, 2019
Objectives:
A. The student will construct a final outline that creates the plan of action, organization, and content of the research paper.
B. The student will work with the research team to establish common note pages for primary and secondary sources for the project and organize these notes into topics and subtopics.
C. The student will review correct citation format, complete exercises to ensure proficiency, and apply these to notes.
D. The student will revise the thesis statement’s judgment and criteria.
Tuesday - Friday, February 26 - March 1, 2019
Objectives:
A. The student will construct a final outline that creates the plan of action, organization, and content of the research paper.
B. The student will work with the research team to establish common note pages for primary and secondary sources for the project and organize these notes into topics and subtopics.
C. The student will review correct citation format, complete exercises to ensure proficiency, and apply these to notes.
D. The student will revise the thesis statement’s judgment and criteria.
Instruction:
A. Tuesday 
     1. Practice on correct citation format
     2. Application of correct citation format to primary and secondary quotes
     3. Team sharing of primary and secondary quotes
B. Wednesday:
     1. Team selection and organization of notes for research paper 
     2. Creation of subtopics for notes 
C. Thursday:
     1. Construction of detailed outline
     2.    Review of research thesi
D. Friday
     1. Peer evaluation of outlin 
     2. Creation of team Works Cited 
Homework: 
A. Tuesday – Revise note citations and thesis statement and save into shared Doc
B. Wednesday – Organize primary and secondary notes into shared Doc and determine subtopics
C. Thursday – Construct team outline with thesis, topics & subtopics, citation, and extended title
D. Friday – Create shared Works Cited page for team; citation and research terms quiz on Monday
 
Monday - Friday, February 18-22, 2019
Objectives:
A. The student will correct evaluated Works Consulted page
B. The student will take a minimum of 25 notes from a minimum of 5 sources on four designated criteria delineated on the preliminary outline for the research subject.
C. The student will review requirements for taking notes.
D. The student will revise the thesis statement during the note-taking process of reading the ideas of others.
Instruction:
A. Individual work on note-taking from secondary sources for the research project
B. Revisions to thesis statement
Homework:
A. Take a minimum of 25 notes from a minimum of 5 sources on three criteria delineated on the preliminary outline for the research subject due Monday, 2/25.
B. Revise thesis’ judgment and criteria ass needed during process
 
Monday - Friday. February 11-15, 2019
Monday , February 11, 2019
Objectives:
A. The student will meet in research group to discuss selection of theme topic and to establish a theme from Of Mice and Men to use as the basis of the thesis.
B. The student will receive instruction and models for creating a thesis statement and preliminary outline to guide the research process.
C. The student will review process for searching for research sources, using easy bib, and constructing the Works Consulted page for the research project.
Instruction
A. Instruction on creating a thesis statement and a preliminary outline
B. Research team work on constructing a Preliminary Outline
C. Instruction on creating the Works Consulted page 
Homework:
A. Complete Research Team copy of Preliminary Outline for submission of hard copy tomorrow 
Tuesday, February 12, 2019
Objectives:
A. The student will construct an individual Works Consulted page of one primary source and ten secondary source entries for the Research project using databases, websites, and books in the TJHS Library and submit for evaluation of form and content.
B. The student will submit a research team completed preliminary outline for the research project for evaluation.
Instruction:
A. Individual work to create individual Works Consulted page 
Homework:
A. LIBRARY; Create individual Works Consulted page of 1 primary & 10 Secondary sources for submission Thurs. 
Wednesday, February 13, 2019
Objectives:
A. The student will construct an individual Works Consulted page of one primary source and ten secondary source entries for the Research project using databases, websites, and books in the TJHS Library and submit for evaluation of form and content.
Instruction:
A. Individual work to create individual Works Consulted page
Homework:
A. LIBRARY; Create individual Works Consulted page of 1 primary & 10 Secondary sources for submission Thurs. 
Thursday, February 14, 2019
Objectives:
A. The student will submit the individual created Works Consulted page for the research project. 
B. The student will establish Google Docs pages for the primary source notes and for the secondary source notes.
C. The student will individually find and record two supportive notes for each criterion identified on the preliminary outline for submission for evaluation.
D. The student will receive instruction on the form and content of notes for the research project.
Instruction:
A. Instruction on note-taking process for primary and secondary research sources
B. Individual work on taking notes from primary source 
Homework:
A. Take 2 notes from primary source on three criterion - 6 notes total (2 notes per Roman numeral) 
Friday, February 15, 2019
Objectives:
A. The student will establish Google Docs pages for the primary source notes and for the secondary source notes.
B. The student will individually find and record two supportive notes for each criterion identified on the preliminary outline for submission for evaluation. 
Instruction:
A. Individual work on taking notes from the primary source 
Homework
A. Take 2 notes from primary source on three criterion - 6 notes total (2 notes per Roman numeral)
 
Monday - Friday, February 4 - 8, 2019 
Monday, February 4, 2019
Objectives:
A. The student will receive instruction on the purpose, requirements and procedures for “The Nature of Heroism: Of Mice and Men” Research Project.
B. The student will receive and review evaluated Of Mice and Men Cumulative Quiz.
C. The student will meet in research group to discuss selection of theme topic and to establish a theme from Of Mice and Men to use as the basis of the thesis.
D. The student will determine pre-knowledge on research process to help guide instruction for the unit.
Instruction:
A. Introduction to Research Project based on Of Mice and Men 
B. Gorup work to determine theme topics to resaerch in Of Mice and Men 
C. Administration of pre-quiz on research terminology 
Homework:
A. Read over instructions of research project and study research terms for a quiz tomorrow. 
Tuesday, February 5, 2019
Objectives:
A. The student will demonstrate an understanding of the basic research terms by answering questions on a quiz with 80% or higher accuracy.
B. The student will establish Google Docs pages for various components of the research process, practice using citationmachine.org, and create a Works Cited page with first citation of the primary source for the project, Of Mice and Men. 
Instruction:
A. Administration of Research Term Quiz 
B. Review of Google Docs, esaybib.com, and creation of Works Cited page and their applications to research project
C. Practice in creation of citation information for research sources 
Homework: 
A. Create a citation for the primary source, Of Mice and Men, and record it on a Works Cited page via easybib.com. 
Wednesday, February 6, 2019
Objectives:
A. The student will receive an introduction and hands-on practice on the use of the various library sources including databases and books.
B. The student will practice establishing citations for a database and a website.
Instruction:
A. Intoductions to sources in library available for research for this project
B. Location and creation of bibliography entries for a JSTOR site and a website
C. Addition of 2 sources to the Works Cited page 
Homework:
A. Add a website and JSTOR citation to the Works Cited page. 
Thursday, February 7, 2019
Objectives:
A. The student will peer evaluate in class and as homework bibliography citation as a class.
B. The student will locate the article “A Teachable Good Book: Of Mice and Men” by Thomas Scarseth in Student Resources and answer the accompanying questions as a baseline for information on the research project. 
Instruction:
A. Peer evaluation of works cited
B. Location of Thomas Scarseth article on Of Mice and Men in Student Resources
C. Research groups completion of Scarseth responses
D. Addition of Scarseth article to Works Cited 
Homework: 
A. Complete reading & and reading responses on Google Doc copied and shared with research group on ThomasScarseth article on Works Cited page 
Friday, February 8, 2019
Objectives:
A. The student will review responses on Scarseth handout.
B. The student will locate, read, and cite the “Themes and Construction” source and establish a possible judgment and criteria for the research subject.
Instruction:
A. Location and reading of Themes and Construction Of Mice and Men article in library database 
B. Group work on establishment of judgment and criterua for research subject 
Homework: 
A. Read and cite “Themes and Construction Of Mice and Men and with other source information establish a judgment and criteria for research thesis statement.
 
Tuesday - Friday, January 22-25, 2019
Tuesday, January 22, 2019
Objectives
A. The student will discuss chapters 3 & 4 of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
B. The student will read and complete the Reading Guide questions for chapter 5 of Of Mice and Men to help understand the major elements of fiction in the story.
C. The student will review evaluated Midterm Examination and discuss any questions and concerns.
D. The student will demonstrate an understanding of the elements of fiction in Of Mice and Men, chapters 3 & 4, by answering questions on a quiz with 75% or higher accuracy.
Instruction:
A. Administration of OMAM, Chapters 3 &4, Reading Quiz
B. Discussion/review of elements of fiction in OMAM, Chapters 3 & 4 
Homework:
A. Read OMAM, chapter 5 and complete Reading Guide for Thursday for homework check, quiz, and discussion.
Wednesday, January 23, 2019
Objectives:
A. The student will read and complete the Reading Guide questions for chapter 5 of Of Mice and Men to help understand the major elements of fiction in the story.
B. The student will review evaluated Midterm Examination and discuss any questions and concerns.
Instruction:
A. Individual Silent Reading Day 
Homework:
A. Read OMAM, chapter 5 and complete Reading Guide for Thursday for homework check, quiz, and discussion. 
Thursday, January 24, 2019
Objectives:
A. The student will demonstrate an understanding of the elements of fiction in Of Mice and Men, chapter 5, by answering questions on a quiz with 75% or higher accuracy.
B. The student will discuss chapter 5 of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will read and complete the Reading Guide questions for chapter 6 of Of Mice and Men to help understand the major elements of fiction in the story.
D. The student will read over the Found Poem assignment and determine a them on which to base individual poem.
Instruction:
A. Administration of OMAM, Chapter 5, Reading Quiz
B. Discussion/review of elements of fiction in OMAM, Chapter 5
Homework:
A. Read OMAM chapter 6 for tomorrow and complete Reading Guide in preparation for homework check, quiz and discussion on Friday.
B. Read over Found Poem Assignment and determine theme and possible passage to create poem 
Friday, January 25, 2019
Objectives:
A. The student will discuss the elements of fiction in chapter 6 of Of Mice and Men.
B. The student will read and discuss chapter 6of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will demonstrate an understanding of the elements of fiction in Of Mice and Men, chapter 6, by answering questions on a quiz with 75% or higher accuracy.
D. The student will work in a cooperative group to create a Found Poem that supports the text of a selected section of Of Mice and Men and a theme topic presented.
E. The student will review for a final assessment on Of Mice and Men next Tuesday.
Instruction:
A. Administration of OMAM, Chapter 6, Reading Quiz
B. Discussion/review of elements of fiction in OMAM, Chapter 6 
Homework:
A. Print out final Found Poem for Monday.
B. Study for final OMAM Quiz on Tuesday.
 
Monday - Friday, January 14-18, 2018 
Monday, January 14, 2019
Objectives:
A. The student will apply knowledge on bibliography content, order, and format by creating practice bib cards.
B. The student will demonstrate an understanding of the concepts studied and applied to reading, writing, and thinking during the first semester by answering questions on a Midterm Examination with 75% or higher accuracy.
C. The student will complete all preliminary background information in preparation for reading the novel Of Mice and Men.
Instruction:
A. Aministration of Midterm Examination 
Homework: 
A Complete all Q2 make-up work.
B. Complete all background information worksheets on John Steinbeck, Great Depression, and friendship for tomorrow.
Tuesday, January 15, 2019
Objectives:
A. The student will be introduced to John Steinbeck’s critically acclaimed novel, Of Mice and Men.
B. The student will read and discuss chapter 1 (pp. 1-16) of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will complete the Reading Guide questions for chapter 1 of Of Mice and Men to help understand the major elements of fiction in the story.
D. The student will review evaluated Midterm Examination and discuss any questions and concerns.
E. The student will review various clips and videos posted on Honors English 1 Google Classroom to clarify references particular to the time period of the novel and thus aid in the understanding of the novel.
Instruction:
A. Distribution of novel, OMAM, and chapter 1 Reading Guide 
B. Completion of after-reading of Pre-quiz on the Great Depression 
C. Introduction of OMAM
D. Reading time 
Homework: 
A. Read OMAM, chapter 1 (pp. 1-16) and complete Reading Guide for Wednesday for homework check, quiz, and discussion. 
Wednesday, January 16, 2019
Objectives:
A. The student will discuss the elements of fiction focusing on character and setting in chapter 1 of Of Mice and Men.
B. The student will read and discuss chapter 2 (pp. 17-37) of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will complete the Reading Guide questions for chapter 2 of Of Mice and Men to help understand the major elements of fiction in the story.
D. The student will review evaluated Midterm Examination and discuss any questions and concerns.
E. The student will demonstrate an understanding of the elements of fiction in Of Mice and Men, chapter 1, by answering questions on a quiz with 75% or higher accuracy.
Instruction:
A. Administration of OMAM, chapter 1, Reading Quiz
B. Homework check of completion of chapter 1 Reading Guide
C. Discussion of OMAM, chapter 1 elements of fiction with focus in setting and character 
Homework:
A. Read OMAM chapter 2 (pp. 17-37) for Friday and complete Reading Guide in preparation for homework check, quiz and discussion on Friday. 
Thursday, January 17, 2019
Objectives:
A. The student will respond to a warm-up writing prompt on initial impressions of novel.
B. The student will read and discuss chapter 2 (pp. 17-37) of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will complete the Reading Guide questions for chapter 2 of Of Mice and Men to help understand the major elements of fiction in the story.
Instruction:
A. Warm-up writing prompt response
B. Reading Day
C. Individual work on completion of OMAM, chapter 2, Reading Guide 
Homework:
A. Read OMAM chapter 2 (pp. 17-37) for Friday and complete Reading Guide in preparation for homework check, quiz and discussion on Friday. 
Friday, January 18, 2019
Objectives:
A. The student will discuss the elements of fiction in chapter 2 of Of Mice and Men.
B. The student will read and discuss chapters 3 & 4 (pp. 38-83) of the novel Of Mice and Men by examining the elements of fiction and analyzing their significance to the novel and the development of the novel’s themes.
C. The student will complete the Reading Guide questions for chapters 3 & 4 of Of Mice and Men to help understand the major elements of fiction in the story.
D. The student will demonstrate an understanding of the elements of fiction in Of Mice and Men, chapter 2, by answering questions on a quiz with 75% or higher accuracy.
Instruction:
A. Administration of OMAM reading Quiz, chapter 2
B. Discussion of OMAM, chaoter 2, focusing on character, setting, symbolism, plot, and theme 
Homework: 
A. Read OMAM chapters 3 & 4 (pp. 38-83) for Tuesday and complete Reading Guide in preparation for homework check, quiz and discussion on Tuesday. 
 
Monday - Friday, January 7 - 11, 2019
Monday - Wednesday, January 7-9, 2019 
Objectives: 
A. Monday
1. The student will discuss the novel Great Expectations as a whole by examining the elements of fiction and analyze their significance to the novel and the development of the novel’s themes.
2. The student will review evaluated Great Expectations Third Stage Vocabulary Quiz and discuss any questions and concerns.
3. The student will demonstrate an understanding of the elements of fiction in Great Expectations Third Stage, chapters 30-44, by answering questions on a quiz with 75% or higher accuracy.
4. The student will complete the Midterm Examination Review independently which requires understanding, application, interpretation, and analysis of their elements of fiction in the short stories and novels read during the first semester.
B. Tuesday
1. The student will discuss the novel Great Expectations as a whole by examining the elements of fiction and analyze their significance to the novel and the development of the novel’s themes.
2. The student will complete the Midterm Examination Review independently which requires understanding, application, interpretation, and analysis of their elements of fiction in the short stories and novels read during the first semester.
3. The student will review evaluated Great Expectations Third Stage Reading Quiz and discuss and questions and concerns.
C. Wednesday
1. The student will review for the summative evaluation on concepts learned during the first semester in small groups and as a class by focusing on the content of the test, completed Midterm Examination Review sheets, practice games, and physical and mental preparation techniques.
2. The student will study for the Midterm Examination.
Instruction:
A. Administration of Great Expectations Third Stage reading Quiz
B. Review of Great Expectations Third stage Vocabulary Quiz
C. Review of elements of fiction in Great Expectations 
D. Midterm review 
Homework:
A. Complete Midterm review packet for Wednesday.
B. Study for Midterm Examination on Monday, 1/14.
Thursday, January 10, 2019
Objectives: 
A. The student will read a biography on John Steinbeck and answer questions that will aid in the understanding and analysis of his novel, Of Mice and Men.
B. The student will take a pre-quiz on the Great Depression, the setting Of Mice and Men, to assess knowledge prior to examining this time in history and applying that knowledge to the understanding of Of Mice and Men.
C. The student will review for the summative assessment on concepts learned during the first semester.
Instruction:
A. Administration of Great Depression Pre-quiz
B. Completion of background information on John Stainbeck and the Great Depression 
Homework:
A. Complete classwork on Steinbeck and Great Depression Backgrounds if not completed in class.
B. Study for Midterm Examination on Monday.
Friday, January 11, 2019 
Objectives:
A. The student will compare and contrast the ideas presented in two different poems on friendship, one of the theme topics of Of Mice and Men.
B. The student will respond to a prompt on the importance of friendship in his/her personal life.
C. The student will complete a friendship activity to establish a baseline for discussion on friendship, its components, and its importance and impact. 
Instruction:
A. Activities to establish meaning of friendship on theme in Of Mice and Men 
Homework: 
A. Study for Midterm Examination on Monday.
B. Complete Friendship Traits Activity for Tuesday, 1/15, if not done in class.
 
Thursday & Friday, January 3 & 4, 2019 
Thursday, January 3, 2019
Objectives:
A. The student will study Great Expectations Third Stage, vocabulary, chapters 30 - 44 (30 words), in preparation for an assessment, for understanding the novel, and expanding individual vocabulary knowledge and understanding.
B. The student will read Great Expectations Third Stage, chapters 36-44 (pp. 801-831) and complete the Reading Guide Questions that identify, interpret, and analyze the elements of fiction in the novel.
Instruction:
A. Great Expectations Third Stage Vocabulary Warm-up 
B. Review of content of Vocabulary Quiz tomorrow
C. Individual Reading Time for Third Stage of Great Expectations and completion of the Reading Guide 
Homework: 
A. Study Great Expectations Third Stage Vocabulary in preparation for a vocabulary quiz on Fri. 1/4.
B. Complete reading and Reading Guide for Great Expectations Third Stage, chapters 36-44, pp. 801 – 831, in preparation for a Reading quiz on Mon. 1/7.
Friday, January 4, 2019
A. Objectives: 
1. The student will read Great Expectations Third Stage, chapters 36-44 (pp. 801-831) and complete the Reading Guide Questions that identify, interpret, and analyze the elements of fiction in the novel.
2. The student will demonstrate an understanding of the meaning and usage of select vocabulary in Great Expectations, Third Stage, by answering questions on a quiz with 80% or higher accuracy.
B. Instruction:
1. Administration of Great Expectations Third Stage Vocabluary Quiz
2. Individual Reading Time 
C. Homework: 
1. Complete reading and Reading Guide for Great Expectations Third Stage, chapters 36-44, pp. 801 – 831, in preparation for a Reading quiz on Mon. 1/7. 
Monday - Friday, December 17-21
Objectives:
A. Monday
1. The student will demonstrate an understanding of the meaning and usage of select vocabulary in Great Expectations Second Stage by answering questions on a quiz with 80% or higher accuracy.
2. The student will read the novel Great Expectations, chapters 16-29 (pp. 730 - 775), and complete the Reading Guide questions that identify, interpret, and analyze the elements of fiction in the novel.
B. Tuesday
1. The student will review the format of using direct and indirect quotations in the writing process.
2. The student will read the novel Great Expectations, chapters 16-29 (pp. 730 - 775), and complete the Reading Guide questions that identify, interpret, and analyze the elements of fiction in the novel.
C. Wednesday
1. The student will demonstrate an understanding of the elements of fiction in Great Expectations Second Stage, chapters 16-29, by answering questions on a quiz with 75% or higher accuracy.
2. The student will study Great Expectations Third Stage, vocabulary, chapters 30 - 44 (30 words), in preparation for an assessment, for understanding the novel, and expanding individual vocabulary knowledge and understanding.
3. The student will read Great Expectations Third Stage, chapters 30-35 (pp. 778-801) and complete the Reading Guide Questions that identify, interpret, and analyze the elements of fiction in the novel.
D. Thursday
1. The student will study Great Expectations Third Stage, vocabulary, chapters 30 - 44 (30 words), in preparation for an assessment, for understanding the novel, and expanding individual vocabulary knowledge and understanding.
2. The student will read Great Expectations Third Stage, chapters 30-35 (pp. 778-801) and complete the Reading Guide Questions that identify, interpret, and analyze the elements of fiction in the novel.
E. Friday
1. The student will study Great Expectations Third Stage, vocabulary, chapters 30 - 44 (30 words), in preparation for an assessment, for understanding the novel, and expanding individual vocabulary knowledge and understanding.
2. The student will read Great Expectations Third Stage, chapters 36-44 (pp. 801-831) and complete the Reading Guide Questions that identify, interpret, and analyze the elements of fiction in the novel.
Instruction:
A. Monday – Administration of GE second Stage Vocabulary Quiz.
B. Tuesday: Direct and Indirect Quotations Wrap-up
C. Tuesday & Wednesday: Review of GE Second Stage Reading Guide Responses
D. Wednesday: Administration of Great Expectations Second Stage Reading Quiz.
E. Thursday: Reading Time
F. Friday: Holiday Games 
Homework:
 A. Complete reading and Reading Guide for Great Expectations Second Stage, chapters 16-29, pp. 730 – 775, in preparation for a Reading quiz on Wed. 12/19.
B. Complete reading and Reading Guide for Great Expectations Third Stage, chapters 30-35, pp. 778 – 801, for Fri. 12/21
A. Complete reading and Reading Guide for Great Expectations Third Stage, chapters 36-44, pp. 801 – 831, in preparation for a Reading quiz on Mon. 1/7.
D. Study Great Expectations Third Stage Vocabulary in preparation for a vocabulary quiz on Fri. 1/4.
Monday - Friday, October 29 - November 2, 2018
Monday, October 29, 2018
Objectives:
Instruction:
Homework:
Tuesday, October 30, 2018
Objectives:
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Homework
Wednesday, October 31, 2018
Objectives:
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Thursday, November 1, 2018
Objectives:
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Thursday, November 1, 2018
Objectives:
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Monday, November 12, 2018
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Tuesday, November 13, 2018
Objectives:
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Wednesday, November 14, 2018
Objectives:
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Thursday, November 15, 2018 
Objectives:
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Friday, November 16, 2018
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Tuesday - Friday, November 27 -30, 2018 
Tuesday, November 27, 2018
Objectives:
Instruction:
Homework:
Wednesday, November 28, 2018
Objectives:
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Thursday, November 29, 2018
Objectives:
Instruction:
Homework:
Friday, November 30, 2018
Objectives:
Instruction:
B. Viewing of Top 10 Notes - Great Expectations slide presentationand note-taking
C. Review of Guidelines for Close Reading of the novel (p. 666 in the textbook)
D. Reading of opening chapters of Great Expectations and discussion of the elements of fiction  
D. The student will demonstrate and understanding of significant details in the development of the main plot and subplots in Great Expectations.
E. The student will classify characters as major, minor, static, dynamic, round, flat and foils.
Instruction:
Monday-Friday, December 10-14, 2018
Monday, December 10, 2018
Objectives:
Instruction:
Homework:
Tuesday, December 11, 2018
Objectives:
Instruction:
Homework:
Wednesday, December 12, 2018:
Objectives:
Instruction:
Homework:
Thursday, December 13, 2018 
Objectives:
Instruction:
Homework:
Friday, December 14, 2018
Objectives:
A. Construct the rough draft of the Fire Paragraph for tomorrow.
Friday, September 7, 2018
Objectives:
A. The student will revise and publish a final copy of the Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis in preparation for submission and evaluation.
B. The student will peer evaluate another student’s Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis.
C. The student will review correct sentence structure by checking structure in another student’s critical analysis, completing a warm-up exercise, and completing a sentence structure review.
Instruction:
A. Peer evaluation of Fire: A Contrasting Symbol in  (Fire Paragraph) 
B. Individual revising and editing of paragraph for final publication due Monday
Homework:
A. Revise and publish Final copy of Fire: A Contrasting Symbol in Fahrenheit 451
B. Review for Sentence Structure Quiz on Monday by completing Sentence Structure Review sheet and checking it. 
C. Bring Fahrenheit 451 book for collection on Monday.
 
Monday - Friday, September 10-14, 2018
Monday, September 10, 2018
Objectives:
A.   The student will define and create sentences for select Short Story Unit I vocabulary that demonstrate an understanding of sentence structure rules, their definitions and parts of speech, and use of contextual clues. 
B.   The student will submit for evaluation the critical analysis paragraph based on symbolism in Fahrenheit 45.
C.  The student will demonstrate an understanding of correct sentence structure by answering questions on a quiz with 80% or higher accuracy. 
Instruction:
A. Distribution of anthology, Adventures in Reading
B. Return and review evaluated work
C. Introduction of Short Story Unit I vocabulary 
Homework:
A. Complete Short Story Unit I Vocabulary parts of speech and definitions.
B. Construct correctly written sentences with contextual clues for assigned SSI vocabulary.
Tuesday, September 11, 2018
Objectives:
A. The student will demonstrate current knowledge of elements of fiction on a pre-assessment.
B. The student will review Short Story Unit I Vocabulary parts of speech, definitions, and sentences by collaborating in a group to check definitions, parts of speech, and assigned vocabulary sentences.
C. The student will take background notes on the short story and its qualities.
D. The student will receive Short Story Unit I syllabus and review components and assignments. 
Instruction:
A. Administration of pre-assessment on elements of fiction
B. Introduction of Short Story Unit I syllabus
C. Notes on the qualities of a short story
D. Review of Short Story Unit I vocabulary
E. Individual work on defining elements of fiction (literary terms) 
Homework: 
A. Define Literary Terms on Short Story Elements of Fiction Chart. (Distribute.)
B. Vocabulary Quiz on SSI words on Friday.
Wednesday, September 12, 2018
Objectives:
A. The student will review Short Story Unit I Vocabulary and Literary Terms definitions in preparation for a formative assessment on Friday. 
Instruction:
A. Review of Short Story Unit I vocabulary and literary terms activity 
Homework:
A. Study for formative assessment of Short Story unit I Vocabulary on Friday. 
Thursday, September 13, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will receive and review components of the short story chart and complete it as an analysis, interpretation, and evaluation of the short story “The Most Dangerous Game.”
C. The student will review the content of a formal assessment on Short Story Unit I Vocabulary. 
Instruction:
A. Review of content of tomorrow's vocabukary quiz and structure of analogies
B. Introduction to "The Most Dangerous Game" (TMDG) and use of story chart as study sheet 
Homework:
A. Study for SSI Vocabulary Quiz tomorrow; Complete Crossword Review.
B. Read TMDG (12-28) for Monday. Expect Reading Quiz on Monday.
C. Complete Story Chart for Tuesday. 
Friday, September 14, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will define and apply definitions to original sentences of Short Story Unit I vocabulary words with 70% or better accuracy on a vocabulary quiz.
Instruction:
A. Administration of Short Story Unit I Vocabulary Quiz
B. Individual time to read TMDG and work on story chart 
Homework: 
A. Read “The Most Dangerous Game” (pp. 12-28) for Monday.
B. Complete “TMDG” Story Chart for Tuesday. 
C. Be prepared for a Reading Quiz on Monday.
 
Monday - Friday, September 17-21, 2018
Monday, September 17, 2018
Objectives:
A. The student will receive, review, and record scores for Short Story Unit I Vocabulary Quiz.
B. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.”
C. The student will apply the knowledge of the elements of fiction to the analysis of a selected short story by completing the short story chart.
D. The student will demonstrate a basic understanding of the elements of fiction in the short story “The Most Dangerous Game” by answering questions on a quiz with 70% or higher accuracy.
E. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
Instruction: 
A. Review of evaluated Short STory Unit I Quiz
B. Administration of "The Most Dangerous Game" Reading Quiz
C. Introduction of Extra Credit "The Cost of Survival" nonfiction article and completion of accompanying written response
D. Discussion of Elements of Fiction in "The Most Dangerous Game" using the Story Chart 
E. Application of Poe's definition of a short story to "The Most Dangerous Game" 
Homework
A. Complete “TMDG” Story Chart for tomorrow.
B. Complete “The Cost of Survival” Extra Credit by end of the week
Tuesday, September 18, 2018
Objectives:
A. The student will receive and review “The Most Dangerous Game” reading quiz.
B. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
C. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.” 
Instruction: 
A. Introduction of irony types, definitions, examples, and impact/use in a story
B. Application of Irony to a variety of examples 
Homework
A. Complete irony homework. Distribute.
B. Complete “The Cost of Survival” Extra Credit by end of the week 
Wednesday, September 19, 2018
Objectives:
A. The student will read the ironic Thurber short story “The Lady, or the Tiger?” and complete all syllabus work and story chart.
B. The student will review the literary device of irony and its use in literature.
C. The student will identify irony in various examples and apply it to “TL,OTT?”  
Instruction: 
A. Review of irony assignment and its use in "The Lady, or the Tiger?"
B. Introduction and reading of "The Lady, or the Tiger?" 
Homework
A. Read “TL,OTT?” (pp. 31-36) for tomorrow.
B. Expect reading quiz on “TL,OTT?" tomorrow.
C. Complete “TL,OTT?” story chart for Friday.
Thursday, September 20, 2018
Objectives:
A. The student will participate in a decision-making activity that emphasizes the problem-solving skills/considerations and supportive resources involved in making decisions and relate it to the decision making process in “The Lady, or the Tiger?” 
B. The student will demonstrate an understanding of the basic elements of fiction in the reading selection "The Most Dangerous Game" with 80% or higher accuracy. 
Instruction: 
B. Decision-making Activity
C. Establishment of  steps in decision-making 
Homework
A. Complete “TL,OTT?” story chart for Friday. 
Friday, September 21, 2018
Objectives:
A. The student will use the homework completed Short Story chart to discuss the elements of fiction in “TL,OTT?” and analyze its content and purpose.
B. The student will read Jack London’s short story “War” and analyze and evaluate elements of fiction in the story through completion of an elements of fiction story chart and discussion.
C. The student will review evaluated “TL,OTT?” quiz. 
Instruction: 
A. Administration of "The Lady, or the Tiger?" Reading Quiz
B. Discussion of the elements of fiction in "The Lady, or the Tiger?" using students' completed story chart 
C. Introduction of short story "War" 
Homework
A. Complete “War” (pp. 39 – 44) reading and Story Chart for Monday. 
B.  Quiz Monday on “War.”
C. Extra credit due Monday (last day).
 
 
Friday, September 28, 2018
Objectives:
Instruction:
Objectives:
A. Construct the rough draft of the Fire Paragraph for tomorrow.
Friday, September 7, 2018
Objectives:
A. The student will revise and publish a final copy of the Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis in preparation for submission and evaluation.
B. The student will peer evaluate another student’s Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis.
C. The student will review correct sentence structure by checking structure in another student’s critical analysis, completing a warm-up exercise, and completing a sentence structure review.
Instruction:
A. Peer evaluation of Fire: A Contrasting Symbol in  (Fire Paragraph) 
B. Individual revising and editing of paragraph for final publication due Monday
Homework:
A. Revise and publish Final copy of Fire: A Contrasting Symbol in Fahrenheit 451
B. Review for Sentence Structure Quiz on Monday by completing Sentence Structure Review sheet and checking it. 
C. Bring Fahrenheit 451 book for collection on Monday.
 
Monday - Friday, September 10-14, 2018
Monday, September 10, 2018
Objectives:
A.   The student will define and create sentences for select Short Story Unit I vocabulary that demonstrate an understanding of sentence structure rules, their definitions and parts of speech, and use of contextual clues. 
B.   The student will submit for evaluation the critical analysis paragraph based on symbolism in Fahrenheit 45.
C.  The student will demonstrate an understanding of correct sentence structure by answering questions on a quiz with 80% or higher accuracy. 
Instruction:
A. Distribution of anthology, Adventures in Reading
B. Return and review evaluated work
C. Introduction of Short Story Unit I vocabulary 
Homework:
A. Complete Short Story Unit I Vocabulary parts of speech and definitions.
B. Construct correctly written sentences with contextual clues for assigned SSI vocabulary.
Tuesday, September 11, 2018
Objectives:
A. The student will demonstrate current knowledge of elements of fiction on a pre-assessment.
B. The student will review Short Story Unit I Vocabulary parts of speech, definitions, and sentences by collaborating in a group to check definitions, parts of speech, and assigned vocabulary sentences.
C. The student will take background notes on the short story and its qualities.
D. The student will receive Short Story Unit I syllabus and review components and assignments. 
Instruction:
A. Administration of pre-assessment on elements of fiction
B. Introduction of Short Story Unit I syllabus
C. Notes on the qualities of a short story
D. Review of Short Story Unit I vocabulary
E. Individual work on defining elements of fiction (literary terms) 
Homework: 
A. Define Literary Terms on Short Story Elements of Fiction Chart. (Distribute.)
B. Vocabulary Quiz on SSI words on Friday.
Wednesday, September 12, 2018
Objectives:
A. The student will review Short Story Unit I Vocabulary and Literary Terms definitions in preparation for a formative assessment on Friday. 
Instruction:
A. Review of Short Story Unit I vocabulary and literary terms activity 
Homework:
A. Study for formative assessment of Short Story unit I Vocabulary on Friday. 
Thursday, September 13, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will receive and review components of the short story chart and complete it as an analysis, interpretation, and evaluation of the short story “The Most Dangerous Game.”
C. The student will review the content of a formal assessment on Short Story Unit I Vocabulary. 
Instruction:
A. Review of content of tomorrow's vocabukary quiz and structure of analogies
B. Introduction to "The Most Dangerous Game" (TMDG) and use of story chart as study sheet 
Homework:
A. Study for SSI Vocabulary Quiz tomorrow; Complete Crossword Review.
B. Read TMDG (12-28) for Monday. Expect Reading Quiz on Monday.
C. Complete Story Chart for Tuesday. 
Friday, September 14, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will define and apply definitions to original sentences of Short Story Unit I vocabulary words with 70% or better accuracy on a vocabulary quiz.
Instruction:
A. Administration of Short Story Unit I Vocabulary Quiz
B. Individual time to read TMDG and work on story chart 
Homework: 
A. Read “The Most Dangerous Game” (pp. 12-28) for Monday.
B. Complete “TMDG” Story Chart for Tuesday. 
C. Be prepared for a Reading Quiz on Monday.
 
Monday - Friday, September 17-21, 2018
Monday, September 17, 2018
Objectives:
A. The student will receive, review, and record scores for Short Story Unit I Vocabulary Quiz.
B. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.”
C. The student will apply the knowledge of the elements of fiction to the analysis of a selected short story by completing the short story chart.
D. The student will demonstrate a basic understanding of the elements of fiction in the short story “The Most Dangerous Game” by answering questions on a quiz with 70% or higher accuracy.
E. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
Instruction: 
A. Review of evaluated Short STory Unit I Quiz
B. Administration of "The Most Dangerous Game" Reading Quiz
C. Introduction of Extra Credit "The Cost of Survival" nonfiction article and completion of accompanying written response
D. Discussion of Elements of Fiction in "The Most Dangerous Game" using the Story Chart 
E. Application of Poe's definition of a short story to "The Most Dangerous Game" 
Homework
A. Complete “TMDG” Story Chart for tomorrow.
B. Complete “The Cost of Survival” Extra Credit by end of the week
Tuesday, September 18, 2018
Objectives:
A. The student will receive and review “The Most Dangerous Game” reading quiz.
B. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
C. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.” 
Instruction: 
A. Introduction of irony types, definitions, examples, and impact/use in a story
B. Application of Irony to a variety of examples 
Homework
A. Complete irony homework. Distribute.
B. Complete “The Cost of Survival” Extra Credit by end of the week 
Wednesday, September 19, 2018
Objectives:
A. The student will read the ironic Thurber short story “The Lady, or the Tiger?” and complete all syllabus work and story chart.
B. The student will review the literary device of irony and its use in literature.
C. The student will identify irony in various examples and apply it to “TL,OTT?”  
Instruction: 
A. Review of irony assignment and its use in "The Lady, or the Tiger?"
B. Introduction and reading of "The Lady, or the Tiger?" 
Homework
A. Read “TL,OTT?” (pp. 31-36) for tomorrow.
B. Expect reading quiz on “TL,OTT?" tomorrow.
C. Complete “TL,OTT?” story chart for Friday.
Thursday, September 20, 2018
Objectives:
A. The student will participate in a decision-making activity that emphasizes the problem-solving skills/considerations and supportive resources involved in making decisions and relate it to the decision making process in “The Lady, or the Tiger?” 
B. The student will demonstrate an understanding of the basic elements of fiction in the reading selection "The Most Dangerous Game" with 80% or higher accuracy. 
Instruction: 
B. Decision-making Activity
C. Establishment of  steps in decision-making 
Homework
A. Complete “TL,OTT?” story chart for Friday. 
Friday, September 21, 2018
Objectives:
A. The student will use the homework completed Short Story chart to discuss the elements of fiction in “TL,OTT?” and analyze its content and purpose.
B. The student will read Jack London’s short story “War” and analyze and evaluate elements of fiction in the story through completion of an elements of fiction story chart and discussion.
C. The student will review evaluated “TL,OTT?” quiz. 
Instruction: 
A. Administration of "The Lady, or the Tiger?" Reading Quiz
B. Discussion of the elements of fiction in "The Lady, or the Tiger?" using students' completed story chart 
C. Introduction of short story "War" 
Homework
A. Complete “War” (pp. 39 – 44) reading and Story Chart for Monday. 
B.  Quiz Monday on “War.”
C. Extra credit due Monday (last day).
 
 

Friday, September 7, 2018
Objectives:
A. The student will revise and publish a final copy of the Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis in preparation for submission and evaluation.
B. The student will peer evaluate another student’s Fire: A Contrasting Symbol in Fahrenheit 451 (Fire Paragraph) critical analysis.
C. The student will review correct sentence structure by checking structure in another student’s critical analysis, completing a warm-up exercise, and completing a sentence structure review.
Instruction:
A. Peer evaluation of Fire: A Contrasting Symbol in  (Fire Paragraph) 
B. Individual revising and editing of paragraph for final publication due Monday
Homework:
A. Revise and publish Final copy of Fire: A Contrasting Symbol in Fahrenheit 451.
B. Review for Sentence Structure Quiz on Monday by completing Sentence Structure Review sheet and checking it.
C. Bring Fahrenheit 451 book for collection on Monday.
 
Monday - Friday, September 10-14, 2018
Monday, September 10, 2018
Objectives:
A.   The student will define and create sentences for select Short Story Unit I vocabulary that demonstrate an understanding of sentence structure rules, their definitions and parts of speech, and use of contextual clues. 
B.   The student will submit for evaluation the critical analysis paragraph based on symbolism in Fahrenheit 45.
C.  The student will demonstrate an understanding of correct sentence structure by answering questions on a quiz with 80% or higher accuracy. 
Instruction:
A. Distribution of anthology, Adventures in Reading
B. Return and review evaluated work
C. Introduction of Short Story Unit I vocabulary 
Homework:
A. Complete Short Story Unit I Vocabulary parts of speech and definitions.
B. Construct correctly written sentences with contextual clues for assigned SSI vocabulary.
Tuesday, September 11, 2018
Objectives:
A. The student will demonstrate current knowledge of elements of fiction on a pre-assessment.
B. The student will review Short Story Unit I Vocabulary parts of speech, definitions, and sentences by collaborating in a group to check definitions, parts of speech, and assigned vocabulary sentences.
C. The student will take background notes on the short story and its qualities.
D. The student will receive Short Story Unit I syllabus and review components and assignments. 
Instruction:
A. Administration of pre-assessment on elements of fiction
B. Introduction of Short Story Unit I syllabus
C. Notes on the qualities of a short story
D. Review of Short Story Unit I vocabulary
E. Individual work on defining elements of fiction (literary terms) 
Homework: 
A. Define Literary Terms on Short Story Elements of Fiction Chart. (Distribute.)
B. Vocabulary Quiz on SSI words on Friday.
Wednesday, September 12, 2018
Objectives:
A. The student will review Short Story Unit I Vocabulary and Literary Terms definitions in preparation for a formative assessment on Friday. 
Instruction:
A. Review of Short Story Unit I vocabulary and literary terms activity 
Homework:
A. Study for formative assessment of Short Story unit I Vocabulary on Friday. 
Thursday, September 13, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will receive and review components of the short story chart and complete it as an analysis, interpretation, and evaluation of the short story “The Most Dangerous Game.”
C. The student will review the content of a formal assessment on Short Story Unit I Vocabulary. 
Instruction:
A. Review of content of tomorrow's vocabukary quiz and structure of analogies
B. Introduction to "The Most Dangerous Game" (TMDG) and use of story chart as study sheet 
Homework:
A. Study for SSI Vocabulary Quiz tomorrow; Complete Crossword Review.
B. Read TMDG (12-28) for Monday. Expect Reading Quiz on Monday.
C. Complete Story Chart for Tuesday. 
Friday, September 14, 2018
Objectives:
A. The student will read “The Most Dangerous Game” (TMDG) applying the steps a good reader follows as s/he reads of previewing, questioning, predicting, inferring, connecting, summarizing, and evaluating and completing the story chart.
B. The student will define and apply definitions to original sentences of Short Story Unit I vocabulary words with 70% or better accuracy on a vocabulary quiz.
Instruction:
A. Administration of Short Story Unit I Vocabulary Quiz
B. Individual time to read TMDG and work on story chart 
Homework: 
A. Read “The Most Dangerous Game” (pp. 12-28) for Monday.
B. Complete “TMDG” Story Chart for Tuesday. 
C. Be prepared for a Reading Quiz on Monday.
 
Monday - Friday, September 17-21, 2018
Monday, September 17, 2018
Objectives:
A. The student will receive, review, and record scores for Short Story Unit I Vocabulary Quiz.
B. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.”
C. The student will apply the knowledge of the elements of fiction to the analysis of a selected short story by completing the short story chart.
D. The student will demonstrate a basic understanding of the elements of fiction in the short story “The Most Dangerous Game” by answering questions on a quiz with 70% or higher accuracy.
E. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
Instruction: 
A. Review of evaluated Short STory Unit I Quiz
B. Administration of "The Most Dangerous Game" Reading Quiz
C. Introduction of Extra Credit "The Cost of Survival" nonfiction article and completion of accompanying written response
D. Discussion of Elements of Fiction in "The Most Dangerous Game" using the Story Chart 
E. Application of Poe's definition of a short story to "The Most Dangerous Game" 
Homework
A. Complete “TMDG” Story Chart for tomorrow.
B. Complete “The Cost of Survival” Extra Credit by end of the week
Tuesday, September 18, 2018
Objectives:
A. The student will receive and review “The Most Dangerous Game” reading quiz.
B. The student will discuss the basic elements of fiction in the short story “TMDG” based on responses on the short story chart.
C. The student will have the opportunity to read a nonfiction article on survival and complete a written response based on this article and “The Most Dangerous Game.” 
Instruction: 
A. Introduction of irony types, definitions, examples, and impact/use in a story
B. Application of Irony to a variety of examples 
Homework
A. Complete irony homework. Distribute.
B. Complete “The Cost of Survival” Extra Credit by end of the week 
Wednesday, September 19, 2018
Objectives:
A. The student will read the ironic Thurber short story “The Lady, or the Tiger?” and complete all syllabus work and story chart.
B. The student will review the literary device of irony and its use in literature.
C. The student will identify irony in various examples and apply it to “TL,OTT?”  
Instruction: 
A. Review of irony assignment and its use in "The Lady, or the Tiger?"
B. Introduction and reading of "The Lady, or the Tiger?" 
Homework
A. Read “TL,OTT?” (pp. 31-36) for tomorrow.
B. Expect reading quiz on “TL,OTT?" tomorrow.
C. Complete “TL,OTT?” story chart for Friday.
Thursday, September 20, 2018
Objectives:
A. The student will participate in a decision-making activity that emphasizes the problem-solving skills/considerations and supportive resources involved in making decisions and relate it to the decision making process in “The Lady, or the Tiger?” 
B. The student will demonstrate an understanding of the basic elements of fiction in the reading selection "The Most Dangerous Game" with 80% or higher accuracy. 
Instruction: 
B. Decision-making Activity
C. Establishment of  steps in decision-making 
Homework
A. Complete “TL,OTT?” story chart for Friday. 
Friday, September 21, 2018
Objectives:
A. The student will use the homework completed Short Story chart to discuss the elements of fiction in “TL,OTT?” and analyze its content and purpose.
B. The student will read Jack London’s short story “War” and analyze and evaluate elements of fiction in the story through completion of an elements of fiction story chart and discussion.
C. The student will review evaluated “TL,OTT?” quiz. 
Instruction: 
A. Administration of "The Lady, or the Tiger?" Reading Quiz
B. Discussion of the elements of fiction in "The Lady, or the Tiger?" using students' completed story chart 
C. Introduction of short story "War" 
Homework
A. Complete “War” (pp. 39 – 44) reading and Story Chart for Monday.
B.  Quiz Monday on “War.”
C. Extra credit due Monday (last day).
 
Friday, November 2, 2018
Objectives:
Instruction:mework:  Monday, November 12, 2018

A. The student will share notes on introductory material to aid in the reading and comprehension of Edgar Allan Poe’s “The cask of Amontillado.”
B. The student will read “The Cask of Amontillado” by Edgar Allan Poe and answer questions on a reading guide that demonstrate an understanding of the elements of fiction in the story.
A. The student will review evaluated Fahrenheit 451 Part II Reading Quiz.
B. The student will complete the reading and Study Guide Questions for Part III of Fahrenheit 451 and memorize definitions for vocabulary words 23-30 for evaluation on Monday, December 17.
A. The student will self-evaluate own outline and peer evaluate another student’s outline using the Outline with Citation Checklist and Peer Evaluation
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