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1. Jeopardy

2. Group activity


1. Finish Catcher

2. Socratic seminar

Homework: none


1. Quick write/first impressions warm up

2. Chapter 25-26

3. First impressions

Homework: Answer DQs and create two of your own


1. Reading quiz

2. Chapter 24

3. Say Matter Mean Chart directions

Homework: Finish chapter 24 and add two quotes to your chart.


1. Reading quiz

2. Discussion

3. Chapters 22-23

Homework: Finish chapter 23


1. Share writing assignments

2. Chapters 20-21

Homework: Create two critical thinking questions


1. 4th period: Quick write

5th period: Exit ticket warm up

2. Chapter 19

3. Work on writing assignment

Homework: Writing assignment due tomorrow


1. Jeopardy review

2. Chapters 18-19

3. Introduce writing assignment

Homework: Finish chapter 19, begin working on writing assignment


1. Review DQs

2. Chapter 17

3. Exit activity

Homework: Finish chapter 17


1. Kahoot quiz

2. Discuss exit ticket

3. Chapter 16

4. Exit activity

Homework: Chapter 16 DQs


1. Reading quiz

2. Twitter activity

3. Catcher chapter 14-15

4. Exit ticket

1. Review discussion questions

2. Catcher chapters 11-12

3. Exit ticket

Homework: Finish chapter 12


1. Reading quiz

2. Journal

3. Read chapter 10

4. Exit ticket

Homework: Finish chapter 10 and discussion questions


1. Exit ticket warm up

2. Jeopardy review

3. Read chapter nine

4. Exit ticket

Homework: Finish chapter nine


1. Exit ticket warm up

2. Review mind chart and conflicts

3. Chapter 8

4. Exit ticket

1. Review chapter 5
2. Read and discuss chapter 6 & 7(dqs )
3. Exit ticket activity
HW: Exit ticket activity
W: DQ review/pair share (turn in)
1. Chapter 3 review
2. Read and discuss chapter 4 & 5
HW: finish reading chapter 5 (reading quiz tomorrow)
Catcher Recall and reading Quiz
1. Review 1&2
2. Read Chapters 3&4 (discuss)
3. Discussion Questions
HW: Finish any reading and the discussion questions for homework


1. Catcher intro

2. Read chapters 1-2

3. Exit ticket

Homework: Finish reading (if we don't finish in class) Quiz tomorrow


Summative assessment day 2
Homework: Find 10 facts on J.D. Salinger

Summative assessment day 1

1. Review DQs

2. Timeline Activity

Homework: none


1. SAT Question of the day

2. Finish "A Rose for Emily"

3. Discussion questions

Homework: Finish discussion questions


Period 4
1. First impressions warm up

2. Part 3 of "A Rose for Emily"

3. Quick write

4. Scrapbook activity

Period 5

1. First impressions warm up

2. Part 3 of "A Rose for Emily"

3. Quick write

4. Scrapbook activity

Period 4

1. Kahoot review

2. Faulkner bio

3. "A Rose for Emily"

4. First impressions


Period 5
1. Kahoot review

2. Faulkner bio

3. "A Rose for Emily"

4. First impressions


1. New seats

2. Modernism intro

Homework: none


1. Exit ticket warm up

2. "If We Must Die" discussion

3. Race riot videos

4. Quick write


1. "Strange Fruit" background video

2. "Strange Fruit" discussion questions

3. "If We Must Die" intro journal

4. "If We Must Die" reading


1. "A Black Man Talks of Reaping" discussion

2. "Strange Fruit"

3. "Strange Fruit" group discussions


1. Short film (Identity) and quick write

2. "A Black Man Talks of Reaping" annotations

3. Discussion

4. Exit ticket

Homework: none

W: Exit ticket warm-uo
1. Into journal
2. "We wear the Mask":
3. First impressions
4. Independent anntotions
5. Class discussion
6. Short film: how does the film connect to the poem? Do you relate to the film? Do you wear a mask?


1. First impressions warm up

2. Group discussions

3. Double consciousness

1. Exit ticket warm up
2. "How It Feels to Be Colored Me"
3. Group discussions


1. "Mother to Son" discussion

2. Zora Neale Hurston

3. Begin How It Feels to Be Colored Me

Homework: Extra credit due Monday

1. Into journal for "Mother to Son"
2. Read and listen to "Mother to Son"
3. First impressions
4 Group/DQ activity
5. Class discussion
1. SP#30
2. "A Negro Speaks of Rivers"- image connection activity
3. Poem breakdown- take notes
4. Exit ticket: what did you learn from today's discussion? What stood out to you the most? Why?
HW: Packets

1. "The Negro Speaks of Rivers"

2. Group discussions


1. Homework journal

2. First impression review

3. "It, Too" group annotations

4. "The Negro Speaks of Rivers"

1. Harlem Renaissance intro

2. Langston Hughes

3. "I, Too"

Homework: Yellow Wallpaper group project due tomorrow

1. Formative assessment worksheet and group work
2. Intro to the Harlem Renaissance
HW: assessment due tomorrow; project due Thursday
W: SAT Question of the Day
1. "Yellow Wallpaper" project workshop
HW: project due Thursday

1. Socratic seminar

2. Introduce group project


1. Discussion question review

2. Finish "Yellow Wallpaper"


1. Answer question five from yesterday (on the discussion questions we used)

2. Create two discussion questions for Socratic seminar tomorrow


1. Exit ticket warm up

2. Continue "Yellow Wallpaper"

3. Group discussion (DQs in google)


1. Exit ticket warm up

2. Review homework

3. Continue reading

Homework: SP 28

1. Sentence Pattern 28

2. First impressions warm up
3. Continue "Yellow Wallpaper"
4. Exit ticket
Homework: Answer the following discussion questions (three sentences per question)
1. How and why is the story’s setting significant?
2. How would you describe the narrators husband?
3. How does the narration mimic the narrator’s mental state?



1. SAT ? of the day

2. Intro to 'Yellow Wallpaper'

3. Begin reading

4. First impressions
1. Embedding review- power point
2. Embedding practice
3. Writing prompt and graphic organizer
HW: finish the graphic organizer

4th period:

1. Small group discussion

2. Socratic seminar

5th period:

1. Pair share HW (responses to discussion questions and discussion questions you created)

2. Socratic seminar


1. First Impressions warm up

2. Review homework

3. Finish Trifles

4. Group discussion questions
CHeck Google classroom for power points etc.

Homework: Create two discussion questions for Trifles (to be used tomorrow in Socratic Seminar)



1. Journal pair share and discussion

2. Review symbols/characters

3. Begin reading Trifles

4. First Impressions

Identify one line from the play that contributes to one of the themes. Explain this line (in four sentences). How does it contribute to the theme?

1. Finish presentations
2. Intro to Trifles: Power point
HW: law vs. justice journal (last slide on power point fro yesterday)


1. Finish group presentations

1. Finish Stanton paragraph breakdown activity
2. Start group presentations
HW: SP#27 due tomorrow


1. Sentence Pattern 27

2. Stanton group project

Homework: 1) Packets due tomorrow 2) Sentence patterns 3) Bring signed video permission form


1. SAT Question of the day

2. First Impressions warm up

3. Rhetorical devices review

4. Second reading of speech

5. Group activity (see directions)


1. Rhetorical devices/strategies discussion

2. Counter arguments activity

3. Read Elizabeth Cady Stanton's Seneca Falls Keynote Address

Homework: Not For Ourselves Alone writing assignment due tomorrow


1. Continue "Not For Ourselves Alone"
2. Guided first impressions
3. Start indivudal video assessment: SEE GOOGLECLASSROOM


1. Kahoot review on Woman's Suffrage Movement

2. Continue "Not For Ourselves Alone"
3. Exit ticket: Pair share


1. SAT Question of the day

2. Quickwrite: What was the most surprising thing you learned yesterday and why?

3. Not for Ourselves Alone video; take notes


1. Elizabeth Warren - predict what the next unit is about

2. What do you know about the Woman's Suffrage Movement? Write bullet points in your notes.

3. Women's unit PowerPoint

4. Not For Ourselves Alone video:
Write in your notes: Five new things you learned about the Woman's Suffrage Movement. Five new things you learned about Elizabeth Cady Stanton and/or Susan B. Anthony


1. Read "The Celebrated Jumping Frog of Calaveras County"

2. First Impressions

3. Tall Tale Assignment:

Tall Tale Writing Assignment

Directions: Individually or in pairs, create your own “tall tale.” Your story should be at least three paragraphs, and include:

1. At least two characters with interesting names

2. At least six exaggerated/unrealistic details.

3. Telling details and sensory language (help the reader picture what is happening) *adjectives, help the reader see, smell, hear it

4. A beginning, middle, and end (conclusion)

Due Friday (printed)


1. Mark Twain bio

2. Jumping Frog predictions: Predict what you think the story will be about. Include details and a beginning, middle, and end.

3. Mark Twain quotes (period 5): Find a Mark Twain quote that we did not discuss. Write the quote in your notes and explain it.
1. SP#20: Open with a present gerund (power point in googleclassroom.
2. Eulogy presentations
HW: SP#20 due Wednesday

1. Eulogy Project intro and directions
Work on eulogy group project. You may work independently, in pairs, or in groups of three. (see directions)



1. SAT Q of the day

2. Exit ticket warm up

3. Finish "Owl Creek"

4. First Impressions

5. Group work (discussion questions)

Period 4:
  1. First Impressions; class discussion
  2. Finish “An Occurrence at Owl Creek Bridge” (Part 3)
  3. First Impressions and discussion
Period 5:
  1. First Impressions; class discussion
  2. Finish “An Occurrence at Owl Creek Bridge” (Part 3)
  3. First Impressions and discussion
W: SAT question of the day
1. Review Friday
2. Finish vocab; new Bierce info (help for story)
3. Read parts I & II; first impressions
HW: Quote analysis; copy two important passages (quotes); for each- explain what they reveal and why this is important (4 sentence for each). Period 4 due Wednesday; Period 5 due tommorrow
W: SAT Question of the day
1. Cartoon presentations
2. Ambrose Bierce Bio
3. Vocab power point
1. Finish Cartoon creation group project
HW: finish cartoon (if necessary); and bring in completed paragraph tomorrow
W: SAT Question of the day
1. Cartoon creation group project
1. Synthesis paragraph

HW: SP#16 due tomorrow; print out synthesis paragraph
1. Sentence pattern #16: open with a past participle phrase
2. Lewis HIne Video activity

Child Labor and Lewis Hine (sociologist)(file in googleclassroom (announcements)
Part 1

Part 2

3. Synthesis paragraph worksheet (look at googleclassroom- announcements)
HW: SP#16 due Wednesday; finish worksheet to prep for in class paragraph tomorrow

Collect Letter
Child labor cartoon (& child laborer's prayer activity)- use the q? from the cartoon activity for the prayer.
Group Share and take notes.
HW: none

W: Discuss letter and Socratic seminar
1. Group discussion questions
2. Socratic seminar
HW: Johhny's letter due tomorrow- typed, MLA format
Collect SP#15
W: Quickwrite: What was described as Johnny's skeleton in the closet?
1. Review discussion questions
2. Finish reading and discussing "The Rebel".
3. Johnny's letter assignment
4. Review Socratic seminar instructions
HW: start Johnny's letter assignment- DUE on Friday
Collect and review homework
1. Continue reading and discussing (note taking) "The Rebel".
2. Per. 5:Group Discussion question activity (finish for homework)
HW: Period 4: individual discussion questions answered in notes
Both periods: Sentence pattern #15 due tomorrow (5 sentences, typed, MLA format)
W: SAT Question of the day
1. Sentence Pattern #15: Open with a present participial phrase (power point in file section). DUE WEDNESDAY
2. COntinue "The Rebel"; take notes
HW: Choose two passages that you think are significant (page 7-8- stop at T) and explain why (you will turn this in tomorow) PERIOD 4- finish reading the section!
Also, underline and annotate in the story.
W: Review exit ticket- Why do you think London changed the title of his story from "The Rebel" to "The Apostate"?
1. Read London bio- mark similarities to power point; asteric new info
2. Perfect worker activity
3. Read and discuss story (asbent students look in the file section-Naturalism/Realism folder)
4. “The Rebel” Writing Assignment
Directions: Write a paragraph (8-11 sentences) responding to the prompt below. Use evidence from the text to support your response (use quotes).
What did we learn about Johnny? What are some of his characteristics (include at least two)? How does his environment affect him?
HW: finish the paragraph if you need time

W: review identification activity
1. Jack London bio: power point and text (pp in Ms. Smith folder in N,R,R folder on About page)
2. Story title activity
3. Vocab power point (pp in Ms. Smith folder N,R,R folder on About page)
4. Start reading (if time allows)
PPs are also in Naturalism, Realism, Regionalism folder in the file section below)

HW: none
Collect Group SP activity
W. Group/Pair share exit ticket; take notes- class discussion/notes
1. Intro to Naturalism : I think activity and power point notes
2. Intro to Regionalism: I think activity and power point notes
3. Identification activity and class review
4. Intro to Jack London
W: Review Group Sentence Pattern Review Activity
1. Introduction to Naturalism, Realism, and Regionalism: what I think activity, power points, note-taking
Turn in Letter to Self Assignment
1. SAT Question of the Day: review directions and practice
2. Sentence Pattern Review activity: review "No-no's" list; group practice activity
3. Introduction to Naturalism, Realism, and Regionalism
HW: None
1, Continue: Reflection on fall semester and goals for spring semester: power point and letter to self activity
2. SAT Question of the day
3. Sentence Pattern review and group activity
HW:Letter to self Friday (typed, MLA format)
Welcome back everyone!
1. Vacation summation
2. Reflection on fall semester and goals for spring semester: power point and letter to self activity (finish tomorrow)

12/15 Agenda
1. Period 4 final
Have a great winter break!
12/13 Agenda
1. Period 5 final
Have a great winter break!
12/12 Agenda

1) Review Final Warm Up

2) Sample Part 1: Example

3) Pair work: Part one Examples

4) Class Discussion
12/9 Agenda

1) Review Final Warm Up

2) Finish Group Work: Literary movement posters

3) Group Present Posters: Take Notes

12/8 Agenda

) Review Final Warm Up

2) Grouping/Literary movement selection

3) Group Work: Literary movement posters

12/7 Agenda
W: Verb and adjective warmup
1. Revise and work on reflective essays
HW: Reflective essay due tomorrow (TYPED, MLA format)
12/6 Agenda
W: adjective prctice
1. Peer review workshop
12/5 Agenda
  1. Action Verb Warm up
  2. Check for 2-3 Paragraphs
  3. In Class Writing
  4. Go over summative assessment and their portfolio
12/2 Agenda
  1. Collect Topics
  2. Warm up: What makes a good essay?
  3. Essay Round Robin Group Activity
  4. Review Homework/Topics
H.W. 2-3 Paragraphs completed on the Reflective Essay. Due Monday
12/1 Agenda
  1. Brainstorm: What makes a good essay?
  2. Read Example Essay as a class.
  3. Group Work: Essay Round Robin Activity
11/30 Agenda
  1. Pre-Reading Journal
  2. Pre-Vocab Powerpoint
  3. Reading “A Tomato Grows in Commerce”
  4. Group Questions
  5. Post reflecting writing journal/discussions
11/29 Agenda
  1. Warm up: Questions about Reflective Essay so far
  2. Reflective Essay Guide-Read and Discuss
  3. Andy Rooney’s Bio-read and discuss
  4. Read “ In and of Ourselves we Trust”: Pair Share, annotate and discuss as a class
  5. 3 Expository question work
  6. Class discuss 3 expository questions
11/28 Agenda
1)Thanksgiving Share
2) Instructions for Reflective Essay
3) Reflective Essay Structure
4) Reflective Essay Information
5) Reflective Essay, What it is not
6) Journal Assignment/Stamp Check Observations
H.W. Choose Topic Due: Friday
H.w. Journal Assignment
11/23 Agenda

1) Collect Packets

2) Google Slides Introduction to Observations

3) Reflective Essay Starter Assignment/Journal introduction

4) Observation Brainstorm Activity

H.W. Reflective Essay Starter Assignment/Journal: 3-5 Observations

11/22 Agenda
1. Announcements
2. 3 important points from Walden
3. Read and discuss Spring
4. Read and discuss Conclusion
W: announcements; 3 important things we learned from Friday
1.Group Questions
2. "Pond in Winter"
2. Group Questions
11/18 Agenda
  1. Thoreau Background
  2. Read Thoreau
11/17 Agenda
1. Summative assessment day #2
11/16 Agenda
1. Summative assessment Day#1
11/15 Agenda
  1. Journal Prompt
  2. Read “Self-Reliance” and First Impression
  3. Guiding Question
  4. Class Discussion
  5. Add to Journal Prompt
11/14 Agenda
  1. Intro to Transcendentalism
  2. Intro to Emerson
  3. Read excerpt of “Nature” and First Impression
  4. Question Discussion
11/10 Agenda
Stamp check group questions (Students to turnin on Monday)
2. Review YGB private diary assignment
3. Independent work on YGB's diary entry
HW: Due Monday
11/8 Agenda
1. Review first impressions on "YGB"
2/ Read and discuss the text
3. Reading reflection
11/7 Agenda
1. Primary and Secondary Source Activity
2. Hawthorne intro (background)
3. Start reading "Young Goodman Brown."
4. First impressions
11/4 Agenda
1. Question warm-up
2. Finish discussion questions (If you are absent, you are responsible for finishing these on your own.)
3. "The Raven" rewrite activity (on googleclassroom).
HW: "The Raven rewrite activity due Monday
11/3 Agenda
1.Finish "The Raven"
2. First impression
3. Pair share
4. Class discussion
5. Group Questions
HW: none
11/2 Agenda
Collect SP#13
Review "To Helen"
1. Dark Romanticism intro
2. "The Raven" intro; The Simpsons
3. Read "The Raven"; first impressions
11/1 Agenda
1. Journal; definition stamp
2. Poe background (power point)
3. "To Helen" reading
4. Group work for "To Helen"; class discussion
HW: SP#13 due tomorrow
10/31 Agenda
1. SP#13: start with an infinitive phrase
2. Finish "Thanatopsis" twitter review
HW: SP#13 due Wednesday; "To Helen vocab definitions (googleclassroom) due tomorrow
10/28 Agenda
1. Twitter Galery Walk
2. Twitter presentations
HW: Enjoy the weekend :)
10/27 Agenda
W: Review Twitter instructions
1. Line questions
2. Twitter group work
HW: Twitter activity due tomorrow
10/26 Agenda
Collect SP#12
Warm-up: journal
1. Class discussion "To Cole..."
2. "Thanatopsis"- title breakdown
3. Read "Thanatopsis"; first impressions
4. . Review "Thanatopsis" twitter assignment and group formation
HW: start assignment
10/25 Agenda
  1. -Finish/Start Autumn on Hudson River
  2. -William Bryant Soapstone
  3. -Pre-reading Poetry activity: Drawing/listening “To Cole”
  4. -Pass back “To Cole” -making meaning
HW: Read and annotate "To Cole Upon Departing for Europe"; answer the following questions:
1. I think this poem is about _________ becuase _________.
2. I think one of the ideas or themes of Romanticism is _______. Why?
3. I enjoy the way the poem uses ________. Why?
4. I'm not sure what _________ means?
10/24 Agenda
1. SP#12: begin with an adjective phrase
2. Romanticism power point
3. Romantic Painting activity
10/21 Agenda

Collect Letter

1) Pair Share 1st impression of Red Jackets Speech

2) Class discussion 1st impression

3) Group work: Identify Rhetorical Devices/ Age of Reason Characteristics

4) Group Share: Rhetorical Devices/ Age of Reason Characteristics

5) Intro to Romanticism
Age of Reason Packet
1. Age of Reason Notes; 2. Ben Franklin Notes
3. Iroquois League Notes ; 4.Canatassego Speech
5. Patrick Henry Soapstone; 6. Patrick Henry Speech
7. Wheatley Poem; 8. Wheatley Word Cloud; 9. Wheatley Notes/Journal 10/20;
10. Native American Religion; 11. Red Jacket SOAPSTone; 12. Red Jacket Speech; 14. Red Jacket Group Work

10/20 Agenda
Collect Sentence pattern 11
  1. Youtube Clip on animism
  2. Red Jacket Context/ Soapstone
  3. Red Jacket Speech; individual first impressions
HW: Plagiarism letter due tomorrow
10/18 Agenda
  1. Word Cloud activity (intro to Phyllis Wheatly poem)
  2. Wheatley Bio : read and discuss
  3. Wheatley's "On Being Brought fro Africa to America"; read & discuss
HW: SP#11 due tomorrow
10/17 Agenda
1. SP#11 (Begin with adjective)
2. Plagiarism power point
HW: SP#11 due Thursday; Plagiarism letter due Friday.
Directions for Plagiarism letter:
¡Due on Friday will be a formal letter written and addressed to Both Ms. Foster and I (Mr. Mandell).
¡It must include:
¡1) Proper Heading
¡2) Opening sentence about the presentation and plagiarism (Preface)
¡3) the six main points covered in this presentation
¡4) A promise to never plagiarize
¡5) Your signature
¡6) The date
10/14 Agenda
  1. Paine Assessment day 2
10/13 Agenda
  1. Collect Sentence Pattern
  2. Paine Assessment
10/11 Agenda
  1. Warm up: 3 things
  2. Group Presentation
  3. Paine info
    HW: Paine annotations, Background and Text, Due Thursday
10/10 Agenda
1) Sentence Pattern 10
2) Group discussion
3) Start Presentation
Sentence Pattern 10: Due Tuesday/Thursday
10/7 Agenda
  1. -Group Work- Rhetorical Device for Henry
  2. -Presentations

National Merit Scholar booklet etc. :
Khan Academy link to your Classroom page:
This is the same link students received in their email last week.

Students can link their Khan Academy account and College Board account. When they do this, Khan Academy will import their previous PSAT and/or SAT scores and generate a tutorial tailored to the student’s area of weakness.

10/6 Agenda

1) Pass back Edwards Paragraph and Revision Explanation
2) 4th period: Journal Prompt
Stamp Check Annotations
Pair Share/Class discussions
5th period: Journal Prompt
Finish Henry Speech
1st impression annotations
Pair Share/Class discussions
3) Split into groups
4) Google Slide Model
5) Group Work on Henry’s Rhetorical Devices

10/5 Agenda
  1. -American Revolution Background
  2. -Background for Henry/ Soapstone
  3. -Read Speech of Patrick Henry, 1st impressions
  4. HW: annotate the speech (what stood out, impressions, devices, appeals)(1 per paragraph)
10/4 Agenda
  1. -Collect Packets
  2. -Seat Change
  3. -Native American and Canassatego Background
  4. -Read “Offer of Help” 1st Impression
  5. -Class discussion of “Offer of Help”
9/30 Agenda
Turn in Edwards paragraph
1. Finish Age of Reason power point
2. Ben Franklin intro
3. Aphorism activity

HW: Edwards paragraph due tomorrow

9/28 Agenda

Collect SP#9

1) Embedding activity
2. Paragraph overview
HW: Edwards paragraph due Friday

9/27 Agenda

1) Parallel Structure (4th) and Logos (5th) Warm up
2) Finish Group Presentations

3)Sally Examples Powerpoint

4) Embedding Activity

5) Edward Paragraph Assignment

H.W. Edwards paragraph Assignment Due Friday

9/26 Agenda

1) Sentence Pattern #9

2) Main Idea for group paragraphs

3) Present group paragraphs.

H.W. Sentence pattern #9 Due Wednesday

Collect revised scapegoating paragraph
1. Group work on "Sinners..." paragraph breakdown assignment (in Early colonists-Puritans folder)In googleclassroom- in the Pyuritans/Curcible folder)
9/22 Agenda
W: review scapegoating paragraph and directions: students must correct large errors (follow directions)
.5 review rhetorical strategies (appeals/devices) from the board yesterday
1. rhetorical strategies definitions and examples
2. group paragraph breakdown activity
  • review instructions and assigned paragraph
HW: Fix errors in scapegoating paragraph (highlight what you revised)
9/21 Agenda
  1. Collect Sentence Patterns
  2. Begin Reading “Sinners...”; first impression
  3. 3. Rhetorical device activity
9/20 Agenda
  1. Collect Scapegoat Paragraph
  2. Finish The Crucible; discussion
  3. Puritan Timeline-Salem witchraft trial
  4. Edwards Background/SOAPSTone
HW: sentence pattern #8; follow directions on power point
9/19 Agenda
  1. Sentence Pattern #8 (Appositives) (Please follow the directions at the end of the power point (in file section)
  2. Finish Movie-Discuss
  3. Go over Scapegoat Paragraph assignment
    H.W. SP due Wed and Paragraph due Tuesday
9/16 Agenda
  1. Finish Crucible
  2. Work in groups to complete “Where do I” worksheet
  3. Go over paragraph prompt (in file section)
  4. Pass back packets
    HW Paragraph prompt. Due Monday
9/15 Agenda
  1. Watch the Crucible
    -continue filling out “Where do I” worksheet while watching

9/14 Agenda
  1. Collect Sentence Pattern #6
  2. Go over “Where do I see this” scapegoating/Crucible worksheet
  3. Watch the Crucible
    -Fill out “Where do I” while watching
9/13 Agenda
  1. Scapegoating journal warm-up
  2. Witch Burning and Salem With Trial background. Stamp check worksheet.
  3. Witch Trial Slides
  4. Crucible Character introduction
  5. Start Crucible (or go over DJ’s, Puritan Mindchart, Revisions for Byrd)
  6. HW: SP#6 due tomorrow
9/12 Agenda
  1. Collect Partial Puritan Packet
  2. Sentence Pattern 6
  3. McCarthyism activity
  4. Scapegoating information-Collect Worksheet
    H.W. Sentence Pattern 6 for Wednesday
9/9 Agenda
W: Collect Byrd revision; collect Puritan mind chart
1. "Huswifery" discussion
2. Taylor Puritan Timeline
HW: collect Bradford, Bradstreet, Taylor packet. Organize all activities and staple.
9/8 Agenda
  1. ReviewPuritan Head Charts
  2. Fill out Bradstreet on timeline-Taylor outline as well
  3. Read Taylor background/soapstone
  4. Set up poem-show spinning wheel and loom-explain process
  5. Read poem- impressions and class discussion
9/7 Agenda
  1. Warm up Prompt: Fire
  2. Read poem and find key descriptions and/or language
  3. Bradstreet Questions
  4. Puritan Character Head Chart
9/6 Agenda
  1. Puritan Timeline
  2. Bradstreet info/soapstone
  3. Bradstreet Poem
  4. Byrd Writing Assignment pass-back/go over

W: Move into groups

1. DJ outline war-mup

2. Group DJ Analysis of "Of Plymouth Plantation"
HW: Finish the group DJ if you did not finish in class; 1 paper per group. Those students absent on Friday will be individually responsible for this assignment. Speak with me.


1) Pass back Packets/Sentence Patterns

2) Warm-up: 3 Important Details

3) Finish Bradford “Of Plymouth Plantation” annotating/responding

4) Dialectical Journal Instruction

5) Dialectical Journal Activity


Collect Sentence Patterns

1) Warmup: 4th period-Characteristics activity

5th period-3 Key points

2) Continue reading “Of Plymouth Plantation” annotating key concepts/characteristics of Puritans.

3) Text summary: action/reaction

W: Puritan Timeline
1. Review yesterday's learning
2. Read and discuss Bradford's text (first section)
3. Exit ticket: Divine mission connection (find two passages and discuss how the passages reveal connections to Divine Mission.
HW: SP# 5 due tomorrow

Turn in Byrd Writing Assignment/Byrd Packet

1. Sentence Pattern 5: Prepositional Phrase

2. Bradford Intro/Soapstone

3. Start "Of Plymouth Plantation"

H.W. Sentence Pattern 5 due on Wed


W: Diagnostic Overview

1. Public Journal Time

2. Puritans! T chart and slide presentation

3. Bradford Intro
HW: Byrd assignment due on Monday; typed, MLA format, turn in a hard copy.

Agenda Thursday:

Agenda Thursday:
-Discuss "what's in a word" activity

2.Ethos/Pathos/Logos with Byrd

3. Private Journal
4. Byrd public to private assignment

H.W. Byrd assignment (directions, models, and private diary in the file section)


1. "The History of the Dividing Line" reading activity-4th only will have the activity, will erase for 5th

2.Word investigation

1. -Read Byrd Introduction
3. -Vocab Group Work
-Read Byrd “The History of the Dividing Line”/Soapstone
5. Adjective Activity
1. Sentence Pattern #4 (power point and practice)(I have UPLOADED the power point for the next two days. I will remove it Wednesdsay.
2. Early settlers background info- handout (activity)

HW: sentence pattern #4 due Wednesday: 5 sentences, typed, MLA format; review "How to Prevent Lazy Writing" power point to avoid lazy mistakes.
W: Review yesterday's group activity
1. Continue and finish group activity
2. Handout: background info on early settlers: read and work together to answer the reading questions
3. Class discussion
Warm-up: Review the definition "paradox" and Cartoon connection;
Finish reading (4)
1. 1st impression pair share; class discussion
2. Complete SOAPSTone
3. Group activity:
  1. For one section:
    Summarize Steinbeck’s position or argument of a key idea (Steinbeck asserts that…Steinbeck considers…Steinbeck argues that….Steinbeck reveals that… Steinbeck ponders why….) (3+ sentences)
  2. Then: Select two statements about Americans that you feel are true today and explain the paradoxical point of view he reveals providing some current examples.
HW: finish group activity and staple all John Steinbeck activity papers together
Warm-up: group: label activity to front board; class discussion
1. Research important events in America 1955-1965; board work and discussion
2. John Steinbeck
1. SOAPSTone outline
2. Read excerpt from "Paradox and Dreams";
3. First impressions (finish for homework

HW: Finish first impressions (3-5 sentences)
Discussion Question Warm-up: Thinking about the videos and group activity from Friday, let's review what success strategies and fail strategies are. Talk to your peers (3 minutes); come up with a definition. Review argumentative statements and SEE-II paragraphs)
1. List, group, label vocab and into activity
2. What do we know about the late '50s to the mid '60s? events (2-3 minute research); class share
3. What do we know about John Steinbeck
4. SOAPSTone outline
5. Read excerpt from "Paradox and Dreams"; initial impressions
6. Discussion

1. Fall Diagnostic assessment (finish for homework) Diagnostic assessment in googleclassroom.
HW: Finish diagnostic assessment.
Research socio/political/historical events or conflicts (American) during the late 1950's and early 1960's
Welcome to day 2 of American Lit.
Reminders: sign up for group fusion; digital portfolio in google drive;
1. Q&A continued; former student letters
2.. 3 videos to reinforce teacher/class expectations
3. Pair share/group create activity: 3 thesis statements or SEE-ID(I) paragraph
HW: parent signature; groupfusion sign up;
1. Welcome to American Lit.
2. Course Syllabus
3. Student intro letter
4. Q&A session
HW: intro letter due tomorrow
Discussion Topics
No "Homework" exist(s)

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