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Welcome > Summarize the story in 20 events (20 min) 3rd and 4th blocks: >> Read first paragraph individually and write down a paraphrase and any questions you have about it. > Persuasive Thesis (15 min) > PPT presentations PowerPoint PPT Presentations ||
 * **Week 1: 1/24-1/27** ||  ||
 * Tuesday || Goals: You will...
 * introduce yourself
 * know the expectations for this class
 * begin to write and share
 * know where to find classroom supplies
 * review grammar basics
 * identify the parts of a story and foreshadowing
 * Welcome
 * Syllabus (15 min)
 * **Book cover, course contract, notebook and binder due Thursday**
 * Student Reading Self Assessment (5 min)
 * **Turn in**
 * Parts of Speech Pretest (30 min)
 * Do individually
 * Review and grade
 * **Turn in pretest**
 * Wordle(20 min)
 * Create
 * Share
 * Display
 * "Sound of Thunder" by Ray Bradbury (20 min)
 * **Homework:** Notes on literary elements (p. 24-26)--2 handouts ||
 * Wednesday || Goals: You will...
 * define the parts of speech
 * give examples of each part of speech
 * describe the portfolio assignment
 * write and share
 * SSR (20 min)
 * Journal: (15 min)
 * Reasoning
 * Materials
 * Rules
 * I Remember List of Topics
 * Portfolio Assignment (15 min)
 * Review expectations
 * **Students write out assignment summary and turn it in.**
 * Grammar--Parts of Speech Webquest (40 min)
 * Phase 1--Explore the websites and practice. Make sure you do at least 5 of the quizzes.
 * **Due at the end of the block.** ||
 * Thursday || Goals: You will...
 * write and share
 * use reading strategies to understand the story
 * make appropriate comments on the story
 * Journal: Describe a time when you were truly happy. (5 min)
 * **Homework check: notebook, binder, book cover--turn in course contract**
 * Parts of speech packet--Nouns (15 min)
 * Review definition of a noun
 * Identify the nouns on the page individually
 * Review together
 * Writing: Would you visit the past if you could? Why/Why not? When? (2 min)
 * Talk to the Text (10 min)
 * Prediction
 * Read story exposition together (p. 34) modeling prediction
 * **Homework: Finish story alone. Write as many predictions about what will happen as you can (at least 7) and tell whether or not your predictions came true. Do related packet sheets. (55 min)** ||
 * Friday || Goals: You will...
 * identify pronouns and antecedents
 * write and share
 * discuss the effectiveness of the story
 * highlight the main plot of the story
 * summarize the story themes and how foreshadowing works within the story.
 * Journal: If you could change one thing about your life, what would it be? Why? How would you change it? What might the effects be? (10 min)
 * Parts of speech packet--pronouns (15 min)
 * Review definition together
 * Identify the pronouns and antecedents
 * Review answers together
 * Group discussions of "The Sound of Thunder" (20 min)
 * General comments: Did you like it or not? Why?
 * Was the ending appropriate? Did you know what would happen? What hints did you have?What is the main idea (theme) of this piece? (There can be more than one answer)What clues did you find in the piece that showed you what would happen later?Share discussion with whole class
 * SOT Reading Fluency (10 min)
 * **Homework: SOT Paragraph Writing**
 * Review assignment
 * Work Time ||
 * **Week 2: 1/30-2/3** ||  ||
 * Monday || Goals: You will...
 * write consistently
 * describe how conflict works in MDG to intensify the suspense
 * identify visual details in the story
 * Journal: "Theme for English B" by Langston Hughes--Write to me about you.
 * Most Dangerous Game Intro (45 min)
 * Predictions about the story based on the title and pictures
 * Background on big game hunting
 * Review conflict (internal/external) and visualization
 * Begin reading through meeting General Zaroff together.
 * Identify conflicts and visual details.
 * Grammar: Webquest Phase 2 (35 min)
 * Divide into pairs to do the webquest
 * **Due at the end of the block** ||
 * Tuesday || Goals: You will...
 * write for an extended period
 * discuss how effective MDG is at conflict/visualization and exploring the theme
 * show that you understood the plot of the story
 * use reading strategies to understand the story better
 * Journal: Write a riddle for which the answer is humans. (10 min)
 * Finish Webquest Phase 2 (20 min)
 * Grammar: Verbs (15 min)
 * Finish reading MDG with small groups--p 61--end (45 min)
 * Roles: Clarifier, Summarizer, Questioner, Predicter
 * Discussion at these points
 * bottom of page 63
 * line 430 on page 66
 * line 560 on page 69
 * line 646 on page 72
 * bottom of page 73
 * end
 * **Homework: Finish reading MDG** ||
 * Wednesday || Goals: You will...
 * write for an extended period
 * use paragraph structure to get information across clearly
 * identify conflict and visualization in MDG
 * SSR (15 min)
 * Journal: Show me your morning in cartoon format. (10 min)
 * Grammar: Adjectives (15 min)
 * MDG discussion in your small groups: (10 min)
 * Did you like the story? Why or why not?
 * What stood out to you or got your attention in either a good or bad way?
 * Where did you see conflict?
 * list at least 5 examples
 * man versus self
 * man versus man
 * man versus nature
 * MDG Project--Visualization (30 min)
 * Draw a picture of Ivan, the island when Rainsford first gets there, or the chateau using details from the story as your guide.
 * Write out the page number that you are describing.
 * Introduce paragraph writing (10 min)
 * Paragraph examples
 * **Homework: MDG paragraph writing** ||
 * Thursday || Goals: You will...
 * compare two genres (movie, short story)
 * Watch "Sound of Thunder" (90 min)
 * Write down 15 things that are different in the movie. ||
 * Friday || Goals: You will...
 * use paragraph structure to get information across clearly
 * give examples of similes and metaphors
 * define similes and metaphors
 * use similes and metaphors in your writing
 * identify poetic devices in a poem
 * Journal: Read "Egg Horror Poem" (p. 710) aloud. Write a day in the life of an object. (10 min)
 * Grammar: Adverbs (15 min)
 * Reflection Writing (15 min)
 * Review criteria for reflective paragraph
 * Write a reflection together
 * Simile/Metaphor (20 min)
 * Packet sheets done as a full class
 * **Homework: I Am Poem due Monday**
 * "Incident in a Rose Garden" (30 min)
 * Read it aloud together
 * Read it again in groups of 4--assign roles (narrator, gardener, death, master)
 * Notice how dialogue is not in quotations marks; it's italicized.
 * Partner work on handout (Reading Skill and Lit. Analysis)
 * Review terms
 * Partner work time
 * Review trouble spots
 * **Turn in worksheet** ||
 * **Week 3: 2/6-10** ||  ||
 * Monday || Goals: You will...
 * write for an extended period
 * give examples of the parts of speech
 * define the parts of speech
 * Journal: What are your strengths/weaknesses as a writer? Why do you think so? (10 min)
 * Grammar: Prepositions (20 min)
 * Grammar--Conjunctions and Interjections (15 min)
 * Grammar Project (45 min)
 * Review assignment
 * Work Time in lab
 * **Due Wednesday**
 * **Collect I Am Poems** ||
 * Tuesday || You will...
 * make comparisons between the movie and the story
 * identify and define the parts of speech
 * Finish Sound of Thunder movie
 * Work on Grammar Project ||
 * Wednesday || Goals: You will...
 * write and share
 * identify the kinds of shots used in LOTR to create suspense
 * discuss how suspense was created in LOTR
 * SSR (15 min)
 * Journal(15 min)
 * Editing/Revision Time for Portfolio
 * Portfolio Questions
 * Work Time
 * Grammar: Revising and Editing (Strong Verbs and Descriptive Details) (10 min)
 * **Parts of Speech Quiz on Friday**
 * LOTR media study handout and DVD component (50 min)
 * How is suspense created?What kinds of shots are used? ||
 * Thursday || Goals: You will...
 * Journal: Describe a time when you had to stick up for yourself or someone else. (10 min)
 * Review Parts of Speech--Jeopardy (30 min)
 * "Rights to the Streets of Memphis" (65 min)
 * Vocab Practice sheet
 * Questioning the text
 * Read story individually
 * Notice the believable dialogue
 * Notice figurative language
 * How are the characters developed? ||
 * Friday || Goals: You will...
 * use quotation marks well
 * give examples of believable dialogue, conflict, suspense and character development in RSM.
 * write an effective formal paragraph
 * Journal: Finish writing reflections or write about what is on your mind today (10 min)
 * Rights to the Streets of Memphis Revision (10 min)
 * Parts of Speech Quiz (30 min)
 * Review for Personal Narrative Test (10 min)
 * Review guide
 * **Collect Portfolios**
 * Dialogue Partner Work (40 min) ||
 * **Week 4: 2/13-17** ||  ||
 * Monday || Goals: You will...
 * narrow down your ideas for the PN
 * write out dialogue for your story and add in correct punctuation
 * Journal: Finish writing out dialogue from last week or write about one thing that happened over the weekend that stands out. (10 min)
 * Review for Personal Narrative Test (5 min)
 * Questions
 * Dialogue Practice work time (25 min)
 * Personal Narrative assignment (25 min)
 * Review assignment sheet and due dates
 * Brainstorming for PN (5 min)
 * List ideas--Show samples
 * Begin writing the dialogue for that story (This counts as pre-writing) (20 min)
 * Start with a playscript, then add in punctuation, action and description.
 * **Prewriting (bare bones dialogue) due at the end of class on Wed.** ||
 * Tuesday || You will...
 * show that you understand unit terms and pieces
 * Personal Narrative Test (45 min)
 * Work time for writing body script and finishing the dialogue practice. (45 min) ||
 * Wednesday || You will...
 * add details to the body of your paper
 * reflect on previous work
 * use quotation marks correctly
 * SSR (20 min)
 * Journal: Write an editorial on whether or not aliens exist. (10 min)
 * Turn in dialogue practice
 * Quotation Mark packet page 1 (20 min)
 * Review PN Test (20 min)
 * Work time on the body paragraphs (20 min) ||
 * Thursday || You will...
 * be able to revise thesis statements.list the parts of a thesis statement.write a rough draft introduction
 * Journal: Write a poem about something you hate. (10 min)
 * Quotation Mark Packet page 2 (15 min)
 * do individually
 * review as a class
 * Intro and Thesis PPT and notes (45 min)
 * **Introduction with Thesis Due at the end of class tomorrow**
 * Writing time on Intros/Thesis (20 min) ||
 * Friday || You will...
 * pull together the parts of your essay so that it flows well
 * begin revision on your essay when you transfer it onto the computer
 * use quotation marks correctly
 * Journal: What's on your mind.
 * Quotation Marks packet page 3
 * do individually
 * review with a partner
 * **Turn in Quotation Marks packet**
 * Lab Time ||
 * **Week 5: 2/20-2/24** ||  ||
 * Monday || PD Day--No School ||
 * Tuesday || You will...
 * write a conclusion that includes all three parts
 * list the parts of a conclusion
 * Journal (10 min)
 * Conclusion PPT (20 min)
 * Writing time for conclusions (15 min)
 * Lab Time ||
 * Wednesday || You will...
 * share your writing
 * give substantial feedback on writing
 * make major revisions on your personal narratives
 * SSR (20 min)
 * **Rough Draft 1 due**
 * **Peer Revision (25 min)**
 * Work with a partner to find places to expand by adding details, changing language, making other major revisions.
 * Discuss any problem parts--Where do you need help?
 * Lab Time (45 min) ||
 * Thursday || You will...
 * edit writing for punctuation, capitalization, spelling, etc.
 * Journal (10 min)
 * Shakespeare Anticipation Guide (10 min)
 * **Rough Draft 2 due**
 * **Peer Editing (25 min)**
 * Working in groups of 4, go through the peer revision/editing sheet
 * Lab Time (45 min) ||
 * Friday || No School--Snow Day ||
 * **Week 6: 2/27-3/2** ||  ||
 * Monday || You will...
 * describe the context in which Romeo and Juliet was written
 * define unit terms about the elements of a tragedy
 * Journal: Describe the ultimate love story OR define love. (10 min)
 * **Final Draft of the PN due (5 min)**
 * **Staple and turn in your papers in this order**
 * **Parent Revision Extra Credit**
 * **Rubric**
 * **Final Draft**
 * **Peer Revision Sheet**
 * **Rough Draft 1**
 * **Rough Draft 2**
 * Shakespearean Anticipation Guide packet page 1 (15 min)
 * Review the answers
 * What do you know about Shakespeare himself? (10 min)
 * Student responses
 * Words and Phrases Coined by Shakespeare overhead
 * What is a tragedy? What is Shakespearean language? (20 min)
 * Note Taking sheet p. 930
 * What does it really mean? Competition (20 min)
 * Paraphrase the lines from Romeo and Juliet for Extra Credit ||
 * Tuesday || You will...
 * describe what happens in Act 1
 * read and understand the basic plot of Act 1 Scene 1
 * identify Shakespeare's use of foils and foreshadowing
 * identify lit terms in the reading
 * Journal: Write a poem or story about someone who has been rejected by the person he/she has a crush on. (10 min)
 * "Keeping Track of Characters" packet with "Reading Strategies" for each act (10 min)
 * review main characters
 * Review unit set up
 * Read the Act
 * Write down notes about lit terms and quotes
 * Fill in "Reading Strategies"
 * Quiz
 * Review the Prologue (5 min)
 * Quotes to know:
 * Prologue: lines 1-6
 * Lit Terms:
 * Dramatic Irony--Shakespeare tells us what is going to happen to increase the suspense later.
 * Read Act 1, Scene 1 and Scene 2 as a full class (65 min)
 * Quotes to know
 * Act 1 Scene 1, lines 89-90
 * Act 1 Scene 1, lines 171-173
 * Act 1 Scene 2, lines 8-9
 * Lit Terms to know
 * Aside--Sampson and Gregory
 * Fill in sheet ||
 * Wednesday || Snow Day ||
 * Thursday || You will...
 * summarize what happens in Act 1
 * give examples of the lit terms
 * describe some of the main characters
 * use reading skills like paraphrasing and scanning to interpret text
 * Journal: Describe a super hero or tell a story about a super hero OR peer revision time. (10 min)
 * Is Romeo and Juliet a true story? Article reading (15 min)
 * Review reading strategies for each reading
 * Discussion
 * Note card summary of Scene 1 and Scene 2 (15 min)
 * Students act out Scene using the note cards given
 * Fill in chart for Scene 1 and 2
 * Finish reading Scene 2 (blocks 2 and 4) (15 min)
 * Blocks 2 and 4 will do note cards summaries and charting for scene 2 after we finish reading it.
 * Read Act 1 Scene 3 together (20 min)
 * **Quotes to know**
 * **Scene 3, line 77**
 * Read Scene 4 in groups of 3 (25 min)--Continue tomorrow
 * **Paraphrase lines 106-111 with groups**
 * Discuss as a full class ||
 * Friday || You will...
 * summarize Act 1
 * compare some of the main characters/foils
 * paraphrase some lines within R and J
 * analyze the text for lit terms
 * Journal: What's on your mind? (10 min)
 * Review Scene 2-3 in the pink packet (10 min)
 * Read Romeo and Juliet Act 1 Scenes 4-5
 * Read Scene 4 in groups of 3 (35 min)
 * Paraphrase lines 106-111 with groups
 * Discuss as a full class
 * Read Scene 5 together (35 min)
 * Quotes to know
 * Scene 5, line 42
 * Scene 5, line 133-134
 * Scene 5, line 136
 * Lit Terms to know
 * Foreshadowing--Romeo's dream
 * Allusion--Queen Mab
 * Foil--Romeo/Paris, Nurse/Lady Capulet, Tybalt/Benvolio
 * Protagonist--Romeo
 * Antagonist--Tybalt
 * Soliloquy
 * Iambic Pentameter ||
 * **Week 7: 3/5-9** ||  ||
 * Monday || You will...
 * identify the speakers of famous quotes from R and J
 * give examples of lit terms from the reading
 * describe changes between the play and the video
 * Journal (10 min)
 * **Act 1 Quiz (35 min)**
 * Watch video (40 min)
 * Discuss the changes between the movie and the play (5 min)
 * 1st block: Read Act 2 Scene 1 for homework ||
 * Tuesday || MME ||
 * Wednesday || MME--2nd block
 * describe what happens in Act 2
 * describe Romeo and Juliet's characteristics
 * give an example of soliloquy/stage directions in Act 2 Scene 2
 * SSR (20 min)
 * Journal: Shakespeare was influenced by many authors and by stories that he heard about. What are some stories/authors that influence your writing or that you would like to immitate? What do you take away from them? OR Write a review of a book you have read recently. (10 min)
 * Romeo and Juliet Extra Credit options (handout) (5 min)
 * Due by March 20
 * Read Act 2 Scene 1 in small groups (10 min)
 * review what happens
 * Read Act 2 Scene 2 with a partner (through the end of page 972) (35 min)
 * Fill in character analysis chart with partner
 * Discuss and review what happens in the scene as a full class.(10 min)
 * Quotes to remember
 * Act 2 Scene 2, lines 33-36
 * Act 2 Scene 2, lines 43-44
 * Lit terms to know
 * Soliloquy--Romeo and Juliet at the beginning of Scene 2
 * Stage directions--end of Scene 2 ||
 * Thursday || You will...
 * summarize the plot of Act 2
 * give examples of soliloquy, aside, and allusion
 * Act 2 Scene 3 alone
 * discuss briefly what happens
 * What does Friar Laurence compare herbs to? Why?
 * How does Friar Laurence describe Romeo's love for Rosaline?
 * Is the Friar willing to marry Romeo and Juliet? Why/why not?
 * What warning does the Friar give Romeo before the end of the scene?
 * Scene 4 with a group
 * Discuss briefly
 * What do Benvolio and Mercutio talk about at the beginning of the scene?
 * What is Romeo's plan at the end of the scene?
 * What does the Nurse compare Romeo to? Why?
 * Lit Terms to know
 * Soliloquy--Friar Laurence in Scene 3
 * Allusion--Friar Laurence in Scene 3
 * Allusion--Juliet in Scene 5
 * Quotes to remember
 * Scene 5, lines 67-68
 * Scene 6, line 9
 * Scenes 5 and 6 with a partner
 * Describe what happens with the Nurse and Juliet.
 * What is the result of Scene 6?
 * What final warning does Friar give Romeo? ||
 * Friday || You will...
 * summarize the plot of Act 2
 * define soliloquy, allusion, stage directions and aside
 * discuss the choices the director made in the video version
 * 1st block: See plans for Thursday
 * Journal: What's on your mind? (10 min)
 * Note Card summary (15 min)
 * Fill in pink packet (10 min)
 * **Act 2 Quiz (20 min)**
 * Act 2 Video (30 min)
 * Pass back papers (5 min)
 * Have your parents sign your rubric for extra credit toward your revision grade. ||
 * **Week 8: 3/11-15** ||  ||
 * Monday || You will...
 * identify conflicts in Romeo and Juliet
 * make predictions about what will happen
 * discuss character motivations
 * Journal (10 min)
 * End Marks and Capitalization Packet (15 min)
 * Watch video of Act 2 (10 min)
 * Begin Act 3 Scene 1 (30 min)
 * Lines to Know
 * 55-56
 * 63-67
 * 85
 * 128
 * Conflicts and Obstacles
 * What conflicts are present?
 * What obstacles do Romeo and Juliet have to overcome?
 * How do you think Romeo and Juliet will handle this? (quick written response)
 * Continue reading Act 3 Scene 2 (homework if not done) (20 min)
 * What conclusion does Juliet come to? Why?
 * How does the Nurse react?
 * Lit Terms to Know
 * Dramatic Monologue--Juliet in Scene 2 ||
 * Tuesday || You will...
 * use comments to revise your paper
 * make significant revisions to your paper
 * Journal: Describe the top 3 things that you need to do to your papers to make them better. How are you going to make sure that happens. (5 min)
 * End Marks/Capitalizations Packet due Friday (10 min)
 * Review paper rubric: what the comments mean and how to go about fixing them. (15 min)
 * Work time on papers--Start writing in the revisions that you are going to make. (25 min)
 * Lab Time to work on revisions (45 min)
 * If you finish early, you should work on Portfolio pieces.
 * **Revisions due Wednesday.** ||
 * Wednesday || You will...
 * summarize Act 3
 * analyze Friar's persuasive techniques
 * predict possible outcomes
 * identify the results of Romeo's actions
 * SSR (20 min)
 * Journal: Write an advice column for someone in Romeo or Juliet's position (or any other position). (10 min)
 * **Turn in Rewrites**
 * Read Act 3 Scene 3 in groups of three (50 min)
 * Romeo and Juliet are in a tricky situation. Come up with a plan for how to get them through this before you start reading.
 * Small group discussion after the reading
 * How does Romeo take the news that he is banished?
 * Why does he react this way?
 * Is it an understandable reaction? Why/Why not?
 * How does the Nurse say Juliet is reacting?
 * What does Romeo threaten in lines 105-108?
 * How does the Friar persuade him out of that action? List multiple examples from Friar's speech.
 * What is the new plan for Romeo and Juliet
 * Class discussion
 * What is the full plan? What does Romeo have to do? What does the Friar do? What issues would this resolve? What could go wrong?
 * Lines to know
 * Scene 3, line 17
 * Lit terms to know
 * Soliloquy
 * Read Act 3 Scene 4 alone (10 min)
 * What decision was made in Scene 4? Why?
 * How does that decision complicate the plot? ||
 * Thursday || You will...
 * predict what will happen
 * analyze character motivations
 * summarize Act 3
 * summarize Act 4
 * describe how the tension is increased through this Act
 * Journal (10 min)
 * Review Act 3 (5 min)
 * Read Act 3 Scene 5 in small groups (30 min)
 * Stop to summarize what is happening at the following points
 * line 59
 * line 204
 * end
 * Lines to Know
 * 46-47
 * 200-206
 * Review for quiz (10 min)
 * Begin reading Act 4 Scene 1 and 2 in small groups or alone (35 min) ||
 * Friday || You will...
 * summarize act 3
 * describe director's choice in the video
 * Journal (10 min)
 * **End Marks/Capitalization Packet due**
 * **Porfolio 3 due**
 * **Act 3 Quiz (20 min)**
 * Watch video (25 min) ||
 * **Week 9: 3/18-22** ||  ||
 * Monday || You will...
 * summarize Act 4
 * describe how the tension increases in Acts 4 and 5
 * analyze character motivation
 * Journal (10 min)
 * Read Act 4 Scene 3-5 (60 min)
 * Read Scene 3 alone
 * What does Juliet worry about going wrong?
 * Read Scene 4 individually
 * Is this scene necessary to the play?
 * Why is it in here?
 * Comic Relief
 * Read Scene 5 in small groups
 * How do the different characters respond?
 * What is going on with the musicians? Why is that part in there?
 * lit terms to know
 * comic relief--musicians in Scene 5 and wedding prep in Scene 4
 * puns--musicians in Scene 5
 * Act 5 Scenes 1 and 2 alone or with a small group
 * What happens in each scene?
 * Why does Romeo choose this apothecary?
 * Why did Friar Laurence's message not get through to Romeo?
 * What does Friar Laurence plan to do? ||
 * Tuesday || You will...
 * summarize Act 5
 * list the events that lead to Romeo and Juliet's suicide
 * discuss character motivations
 * Journal (10-15 min)
 * **Romeo and Juliet Extra Credit due**
 * Review Act 4 and Act 5 Scenes 1 and 2 (15 min)
 * Quick Write: What has happened in the Scenes 1 and 2?
 * Quick Write: How do you think everything will play out?
 * Finish reading Act 5 Scene 3 as a full group (30-40 min)
 * lines to know
 * 119-120
 * 169
 * 298-299
 * 309-310
 * Discussion--write and discuss in small groups (15 min)
 * What do you think of the play?
 * Why is it so famous?
 * Is the ending appropriate?
 * Fill out pink chart (10 min)
 * Assign storyboard project (10-15 min) ||
 * Wednesday || You will...
 * summarize acts 4 and 5
 * analyze director's choices
 * SSR (20 min)
 * Journal (10 min)
 * **All remaining Portfolio Pieces due**
 * **Act 4 and 5 Quiz (10-15 min)**
 * Finish watching Romeo and Juliet (35 min)
 * Discuss
 * What choices did the director make?
 * What did you notice was different from the written version?
 * Which is more effective?
 * Work on Storyboard Project ||
 * Thursday || You will... ** write an effective essay in a short amount of time
 * brainstorm and plan your writing
 * summarize a scene from Romeo and Juliet
 * identify important quotes/moments from a scene
 * consider visuals that support your writing
 * Timed writing
 * Review instructions/expectations
 * Time 5 minutes for brainstorming, 20 for writing, 5 for revision/editing
 * **Due today**
 * Storyboards
 * Work time
 * **Due Friday** ||
 * Friday || You will... ** define unit lit terms
 * use word roots to determine word meanings
 * paraphrase hard to understand passages
 * identify how the writer created suspense and mooddescribe how the writer created dramatic ironydefine moodidentify persuasive techniques in "Cask of Amontillado"
 * use a variety of reading strategies while reading the text
 * Journal (10-15 min)
 * Unit packet (10 min)
 * Do front page on unit lit terms individually to test for previous knowledge
 * Review terms together
 * Word roots (10 min)
 * What are word roots?
 * Review vocab sheet
 * Cask of Amontillado Intro (15 min)
 * Why do people seek revenge? Chalk Talk
 * What is amontillado?
 * Look at pictures and title to predict what the story is about.
 * Review Talk to the Text
 * Cask of Amontillado Reading (45 min)
 * Review--What is amontillado? What does the narrator let you know in the first paragraph? What do you think the story will be about?
 * Finish reading story individually
 * write down 3-5 comments per page with the page number
 * Discussion with small group if time
 * Homework: Vocab sheet ||
 * **Week 10: 3/26-29** ||  ||
 * Monday || You will...
 * summarize and paraphrase important parts of the story
 * collaborate to clear up misunderstandings
 * identify how the director created a mood through setting, costumes, etc.
 * identify how the director used dramatic irony
 * give examples of how Montressor used persuasive techniques
 * Journal (10 min)
 * Paraphrase assignment (10 min)
 * Choose several passages to put in your own words
 * Finish reading the story (20 min)
 * Discuss comments and the ending in small groups
 * What happened?
 * What motivated the characters?
 * Discuss any sections that you did not understand.
 * Cask of Amontillado Media Study (45 min)
 * Watch and fill out sheets on dramatic irony and mood ||
 * Tuesday || You will...
 * identify imagery and describe how it affects the mood of the piece
 * use imagery in your own writing to create a scary mood
 * identify character motivations through their actions
 * use story vocab correctly
 * Journal (10-15 min)
 * "The Sharks" Poem (20 min)
 * Read the piece aloud to students, using a dark tone of voice
 * Review imagery and mood
 * Read aloud again. Students write down examples of imagery and the mood it creates during reading.
 * Draw a picture of one of the images in the poem.
 * **Fear Poem assignment due Thursday (10 min)**
 * Write a poem about your greatest fear
 * Collage is extra credit
 * 3-4 minutes to brainstorm fears and some images related to them
 * "The Scarlet Ibis" (40 min)
 * Vocab Practice sheet--Take 5 min to look through the story and figure out what these words mean.
 * Review symbols briefly--Students will keep track of the similarities between Doodle and the Scarlet Ibis (a red bird)
 * Read story silently (through page 432)
 * Wednesday || You will...
 * analyze how symbols work to support the theme
 * infer the narrator's attitude about Doodle through his actions
 * brainstorm potential topics for the persuasive essay
 * Journal (10-15 min)
 * SSR (20 min)
 * "The Scarlet Ibis" (45 min)
 * Finish reading the story with a partner--Be sure to pause and clarify anything that doesn't make sense
 * Keep track of how Doodle and the scarlet ibis are similar
 * Class discussion:
 * What can you infer about Doodle's attitude toward his brother in this piece?
 * How are Doodle and the scarlet ibis similar? What are they a symbol of?
 * What is the main idea (theme) of this piece? What did the author want you to walk away with?
 * Review inferences--Based on the narrator's actions, how do you think he feels about his brother?In a small group, write out 15 main things that happened in the story.
 * Whip Around--List events in a timeline on the board. Each group contributes an event until they are all taken.
 * Begin Romeo and Juliet--DiCaprio version (15 min) ||
 * Thursday || You will...
 * compare media versions of the same story
 * analyze director's choices
 * Watch Romeo and Juliet--DiCaprio version (90 min)
 * List 20 differences between this version and the other one.
 * Write a paragraph on why you think the director choose to create such a different version. ||
 * Spring Break || No School ||
 * **Week 11: 4/9-13** ||  ||
 * Monday || You will...
 * analyze arguments for effectiveness
 * identify the parts of an argument
 * analyze pieces for fact, opinion and bias
 * use rereading strategies to understand the text better
 * identify kinds of evidence
 * Journal: Are we getting smarter? (10 min)
 * What are the parts of an argument?
 * Different Perspectives--Room for Debate readings
 * Read one (10 min)
 * Fill out chart on parts of an argument (5 min)
 * Share with small group with same reading(5 min)
 * Jigsaw to new groups with different readings (10 min)
 * Small group identifies types of evidence (3 min)
 * Whip Around for evidence types (list on the board) (5 min)
 * Why should we use a variety of evidence? (2 min)
 * Privacy Readings (40 min)
 * Quick Write: How private is your private life?
 * Review Lit terms--fact, opinion, bias
 * Read "The Privacy Debate" and "How Private is Your Private Life"
 * Fill in outline sheet (1st reading)
 * Give examples of those techniques in your purple packets (2nd reading) ||
 * Tuesday || You will...
 * use various methods to brainstorm ideas
 * use graphic organizers effectively
 * write a thesis statement containing all three parts
 * write a formal body paragraph with all three parts
 * Journal (10 min)
 * Fragments Packet Page 1 (15 min)
 * Finish Privacy readings in small groups (20 min)
 * Packet sheets
 * Turn in Privacy outline sheet
 * Begin brainstorming for the persuasive essay (15-20 min)
 * Review prompt
 * Do not write about a "big" topic (abortion, death penalty, gay marriage, etc.). They are too big for this paper.
 * Write as many things as you can that you would like to persuade a parent of.
 * Do the same things for friends
 * Share your ideas with 5 people you haven't talked to yet today. Take one idea from each person.
 * Choose your top three.
 * A partner narrows it to two.
 * Freewrite for 1 min. about your top two options.
 * Choose the option that was easier to write about.
 * Prewriting Chart
 * Fill one in together
 * Start by thinking about the other side. What reasons might they have to support the other side?
 * Write counterarguments tailored to those. The best arguments answer the hesitation of the other side.
 * **Brainstorming Check on Thursday** ||
 * Wednesday || You will...
 * compare/contrast how the same topic is dealt with in two genres
 * analyze how the author's make their point clear
 * SSR (20 min)
 * Journal (10 min)
 * Finish Brainstorming--Web of Support (10 min)
 * Create a web on the backside of your chart that includes your top 5 arguments with specific support.
 * "Primal Screen" and "The Pedestrian"
 * Quick Write: How much TV is it okay to watch in a day? Why? ( 2 min)
 * Quick Write: How does watching TV affect your life? Think not only about the content of watch you watch, but also time, motivation, etc. (2 min)
 * Discuss Quick Writes (3-5 min)
 * Read "Primal Screen" (30 min)
 * As you read, make notes on sections that surprise you and questions/observations/comments about the passage.
 * With a group of three, discuss your notes.
 * Whip Around
 * Read "The Pedestrian" (30 min)
 * As you read, make notes about the effects of TV on life in that setting.
 * Groups of three--Discuss notes and fill in chart on the back of the purple packet.
 * Whole class discussion
 * What did you think of the story?
 * How did the author make his point?
 * Why did each author choose the genre they did?
 * Each piece gets at the issue in a different way. What audience and purpose do you think each piece had? Why do you think that? ||
 * Thursday || You will...
 * write a thesis that includes all three parts
 * organize an introduction correctly
 * use formal paragraph structure in your body paragraphs
 * list the parts of an introduction and a conclusion
 * Journal (10-15 min)
 * Fragments Page 2 (15 min)
 * **Brainstorming Due**
 * Persuasive Introduction (15 min)
 * Intro Cut Up--Put the introduction back together in the right order.
 * Review: What are the parts of the intro? What are some ways to grab the reader's attention?
 * Review: What are the parts of the intro? What are some ways to grab the reader's attention?
 * Review thesis structure
 * Topic
 * Direction
 * Support
 * Your thesis is one sentence answering: What do you want your parents to let you do? Why?
 * Share your thesis with a partner--Check for all the parts.
 * Fill in sheet
 * **Turn in your thesis by the end of the block**
 * Persuasive Body Paragraphs (40 min)
 * Outline of an essay practice
 * Fill in the outline for "Take Me Out Tonight"
 * What do you notice about the organization?
 * **Turn in your outlines**
 * Write a paragraph together that includes the parts of the paragraph and acknowledges the other side of the issue. (Use prewriting to help)
 * Take one of the reasons. Write a paragraph about it that includes at least 2 specific examples. Make sure that it has a topic sentence, supporting sentences and a concluding sentence.
 * Share paragraph with a partner to get feedback on the structure and other ideas that you might include.
 * Repeat process for at least 2 more paragraphs. At this point, you should have a draft of your body paragraphs finished.
 * I will check for them tomorrow. ||
 * Friday || You will...
 * write a conclusion that includes all the parts
 * connect body paragraphs to the thesis
 * use formal paragraph structure in the body paragraphs
 * Journal (10-15 min)
 * Fragments Page 3 (15 min)
 * Review rubric and assignment sheet (5 min)
 * Finish writing out body paragraphs (15 min)
 * Go back through your body paragraphs. Check to make sure that they are connected to the thesis. (5 min)
 * Review Conclusions (10 min)
 * restate thesis
 * review points/plan of action
 * Finish writing intros and conclusions (20 min) ||
 * **Week 12: 4/15-19** ||  ||
 * Monday || You will...
 * draft an essay
 * analyze persuasive language
 * revise persuasive pieces for bias
 * Journal (10 min)
 * Fragments sheet (15 min)
 * Sentence Combining (15 min)
 * Lab Time (40-45 min)
 * **Homework: Finish writing your rough draft** ||
 * Tuesday || You will...
 * revise and edit writing
 * use comments to improve writing
 * Journal (10-15 min)
 * Fragments (15 min)
 * Revision Practice (15 min)
 * Lab Time (45 min) ||
 * Wednesday || You will...
 * revise and edit writing
 * use comments to improve writing
 * make appropriate comments using the rubric
 * SSR (20 min)
 * Journal (10-15 min)
 * Fragments packet (15 min)
 * Peer Revision/Editing (45 min)
 * Full class editing--What formatting changes have to be made?
 * "Grade" 2 other people's essays with the rubric. Make suggestions.
 * If time, edit another person's paper. ||
 * Thursday || You will..
 * revise and edit writing
 * analyze your writing based on a rubric
 * Journal (10 min)
 * Fragments packet (20 min)
 * Final Revisions for the essay (15 min)
 * Finish revising/editing and review the rubic again (20 min)
 * Lab Time (45 min) ||
 * Friday || You will...
 * compare/contrast characters including their traits, motivations, etc.
 * list character traits using inferences
 * analyze arguments in a speech
 * identify evidence in a speech that supports the claim
 * Journal: How do you want to be remembered? (15 min)
 * **Turn in essays (5 min)**
 * Rubric
 * Final Draft
 * Parent Revision Extra Credit
 * Peer Revision Rubric
 * Rough Draft
 * Comma Packet page 1 (20 min)
 * C/C Notetaking (15 min)
 * "I Have A Dream" (20 min)
 * Watch video of the speech
 * Write down his arguments--see sheet
 * "Caged Bird" Vocab (15 min)
 * **Week 13: 4/22-26** ||  ||
 * Monday || You will...
 * compare/contrast the perspectives of an adult and a child character
 * compare/contrast character traits
 * evaluate characterization
 * give examples of different kinds of characterization
 * Journal: Describe a person who changed your mind about something. (15 min)
 * Grammar:Comma Packet Page 2 (15 min)
 * "I Know Why the Caged Bird Sings"/"Caged Bird"
 * Autobiography--What kinds of things can we expect? Why does the author want to share this story? In an autobiography, the author is looking back on something that has happened. Often, he/she will describe their thoughts at that point in time and also what their thoughts are about it in the future. (2 min)
 * Read "Caged Bird" and discuss stanzas as a full class. (10 min)
 * Read "I Know Why the Caged Bird Sings". Write down how the **child** Marguerite sees Mrs. Flowers and how she sees her own mother. (20 min)
 * Characterization sheet--How does the author show you the characters? (10 min)
 * Full class discussion: (20 min)
 * How does Marguerite describe Mrs. Flowers? Why?
 * How does she describe her mother?
 * How does the author's perspective change from when she was a little girl to when she was grown up?
 * Why did she choose to write this piece?
 * Read "Caged Bird" as a full class. How does this piece influence how you read the other one? ||
 * Tuesday || You will...
 * compare and contrast character motivations.
 * use reading strategies to understand unknown vocab
 * identify motives within the piece
 * identify characterization
 * Journal: What is the biggest motivator in your life? (15 min)
 * Comma Packet page 3 (15 min)
 * Review sheet for the test (5 min)
 * "The Necklace"
 * Vocab Strategy (together) (3 min)
 * Vocab Practice assignment (10 min)
 * Quick Write: How important is status? (2 min)
 * Quick Write: What could someone do to elevate their status (become more popular or looked up to)? (2 min)
 * As you read individually, fill in the chart of how Mr. and Mrs. Loisel are the same/different. You should have at least 5 items in each area. Think about their reactions, motivations, character traits, etc. (30 min)
 * Share items with others. ||
 * Wednesday || You will...
 * identify character motivations
 * compare/contrast two characters
 * use formal paragraph structure correctly
 * SSR (20 min)
 * Journal: Write a praise poem about a person you know. (10 min)
 * Comma packet page 4 (15 min)
 * "The Necklace"
 * Share chart with a partner. Fill in anything that you do not have already. (3 min)
 * Full class discussion (10 min)
 * Whip Around--Add to the chart on the board until all ideas are exhausted.
 * What other comments do you have about the story?
 * What do you think about the characters? Do you like them? Why/why not? Are you supposed to like them?
 * Writing model (30 min)
 * Using the chart, you will be writing 2 paragraphs. One that compares Mr. and Mrs. Loisel and one that contrasts them. What is the difference?
 * Model a paragraph on the board (if time, do both)
 * **Paragraphs are due tomorrow** ||
 * Thursday || You will...
 * check your own understanding of the unit
 * analyze writing for effectivenss
 * create a context for Night
 * Journal (15 min)
 * Comma Packet page 5 (15 min)
 * Rosa Parks"/"Rosa" (30 min)
 * Who is Rosa Parks? What do you know about her? How do you know this?
 * Read "Rosa Parks" individually. Write down examples of how she is described in this piece.
 * Now, read "Rosa" individually. Write down examples of how she is described in this piece.
 * Full class discussion: What do these pieces have in common? What do they leave out or do differently? Why is that?
 * Review for the test--Jeopardy (30 min) ||
 * Friday || You will...
 * analyze writing for effectiveness
 * write persuasively
 * demonstrate comprehension of the readings
 * Journal (15 min)
 * Review for test--Jeopardy (30 min)
 * Persuasive Essay Rewrite--Lab Time (45 min)
 * **Week 14: 4/30-5/4** ||  ||
 * Monday || * Persuasive Test
 * Collect textbooks ||
 * Tuesday || You will...
 * practice reading strategies
 * enrich your vocabulary
 * Journal: What is the biggest change you have undergone? What effect has it had on you? (10 min)
 * Hand out Night books
 * Commas (15 min)
 * Night Prereading Activity (30 min)
 * Hand out identity chart for students to fill in
 * Discuss answers
 * Unit Setup (10 min)
 * Reading Questions
 * Vocab
 * Reading Quizzes
 * Discussion Groups
 * Background for Night (20 min)
 * Who is Elie Wiesel?
 * Where is Sighet, Transylvania?
 * What do you know about Jews/Judaism?
 * Do Vocab sheet together (10 min)
 * Begin reading Night, if time. ||
 * Wednesday || You will... ** practice reading strategies
 * enrich your vocabulary
 * participate in a small group to understand the text
 * SSR (20 min)
 * Journal: Write a poem about something that you would miss if you didn't have it. (10 min)
 * Last page in the comma packet
 * Read Night Section 1 with a partner and do related questions (40 min)
 * Continue on to Section 2 and 3 if time. ||
 * Thursday || You will...
 * practice reading strategies
 * enrich your vocabulary
 * participate in a small group discussion to deepen your understanding of the text.
 * write collaboratively
 * analyze how a character is portrayed
 * Journal: How has your writing changed so far this semester? (10 min)
 * Turn in Comma Packets, Section 1 reading questions, and Rewrites
 * Quiz (10 min)
 * Discussion groups for Section 1 (30 min)
 * Meet with small group to discuss assigned question
 * Report to the class
 * Explain the setup of Auschwitz (Monowitz, Birkenau, and Buna)
 * Read Sections 2 and 3 individually and do related sheets (35 min) ||
 * Friday || You will...
 * practice reading strategies
 * enrich your vocabulary
 * participate in a small group discussion to deepen your understanding of the text.
 * Journal: Write a comic strip about your weekend. (15 min)
 * Quiz (10 min)
 * Discussion groups for Sections 2 and 3 (25 min)
 * Meet and discuss assigned questions
 * Number off and go to new group. Report on your discussion.
 * Read Section 4 individually and do related sheets (35 min) ||
 * **Week 15: 5/7-11** ||  ||
 * Monday || You will...
 * practice reading strategies
 * enrich your vocabulary
 * participate in a small group discussion to deepen your understanding of the text.
 * Journal: Write a true story about one of your family members. Keep it positive. (10 min)
 * Quiz (5 min)
 * Discussion groups for Section 4 (20 min)
 * Meet and discuss assigned questions
 * Report to the class
 * Read Section 5 individually and do related work (45 min) ||
 * Tuesday || You will...
 * brainstorm research topics
 * work collaboratively to get ideas
 * write a research question/use prewriting effectively
 * use reading strategies to improve comprehension
 * use context clues to define unknow vocab
 * Journal: How to prevent bullying (10 min)
 * Research Essay
 * Brainstorming (45 min)
 * Divide into groups
 * Each group gets a piece/s from the semester
 * Write down as many possible researchable topics as you can think of (no people).
 * Hang up sheets around the room.
 * Students go around looking at topics and writing down some of their favorites (minimum of ten).
 * Narrow down the topics to 5.
 * Which ones do you know something about already? Which do you know nothing about at all? Which interest you the most? Which might interest others the most?
 * Narrow it down to your top two topics
 * Write a question that you want to answer through your paper for each of your topics.
 * Turn in your research questions for approval. I will sign you up for one of your topics--first come, first serve
 * Final Exam explanation (10 min)
 * Paper
 * PPT presentation
 * Exemptions
 * Rose Blanch (20 min)
 * How are the German citizens described in the story?
 * How is that the same/different than in Night?
 * Why did the authors choose to do it differently? ||
 * Wednesday || You will...
 * practice reading strategies
 * enrich your vocabulary
 * participate in a small group discussion to deepen your understanding of the text.
 * SSR (20 min)
 * Journal (10 min)
 * Turn in Section 5 reading questions
 * Quiz (10 min)
 * Discussion groups for Section 5 (30 min)
 * Jigsaw
 * Full class discussion--Why didn't Elie stay at the camp? Why do you think he has lost his faith? Why is his inheritance important?
 * Pass back research questions (10 min)
 * Freewrite as much as you can about the topic. What were some key words that came out? Write them at the bottom. They will help you with your research.
 * Work time Night (15 min) ||
 * Thursday || You will...
 * use various research strategies
 * compile appropriate sources
 * identify key words associated with your topic
 * Journal (10 min)
 * Research essay assignment and scavenger hunt (10 min)
 * Research questions (20 min)
 * What question are you going to answer with your paper?
 * Develop a question about your topic--What is it that you want to answer in your paper?
 * ex. What were the levels of society like in France during the 1800s? (The Necklace)
 * ex. What makes the scarlet ibis unique? (The Scarlet Ibis)
 * ex. Why are sharks considered so scary? (The Sharks)
 * ex. What was the Globe Theatre like? (Romeo and Juliet)
 * ex. Is Romeo and Juliet based on a true story? (Romeo and Juliet)
 * Brainstorm some possible answers
 * Share work with a partner to develop more ideas
 * What are some words/phrases that you might be able to research that go with your topic. Think about your subpoints for this.
 * Research sheet (45 min)
 * Explain the importance of developing a rough ideas of where the paper is going.
 * Go to the lab to start finding sources.
 * Do not write down the information at this point, just find what sources are available to you and get an idea of where you are going with the paper.
 * Turn in your research sheet ||
 * Friday || * You will...
 * practice reading strategies
 * enrich your vocabulary
 * participate in a small group discussion to deepen your understanding of the text.
 * Journal: What motivates you? What is the purpose of your life? (10 min)
 * Quiz (10 min)
 * Quick Writes: (5 min)
 * What was your reaction to this book?
 * What stands out to you about it? Why?
 * Discussion groups for final sections (30 min)
 * Discuss assigned questions
 * Collaborative Writing: How does Weisel describe his father at the end of the book? What has changed?
 * Full class discussion (20 min)
 * What is unique about this book?
 * Why does it have the title Night?
 * Night has been described as taut, lean and understated. In other words, Wiesel does not go into graphic detail about the horrors of the camp. Describe how Wiesel's understated style created powerful images.
 * Elie Wiesel received the 1986 Nobel Peace Prize for Night. In your opinion, what contribution has Wiesel made to world peace?
 * Show the Holocause Museum website.
 * Wiesel in the barracks
 * Journey of the Jews
 * Watch Nobel Peace Prize acceptance speech (YouTube) ||
 * Week 16: 5/14-18 ||  ||
 * Monday || You will...
 * develop a clear, focused thesis
 * organize your essay
 * keep track of sources and information
 * use research strategies to get the best supporting information
 * Journal (10 min)
 * Write a question inclusive answer to your research question, which will be your working thesis. (5 min)
 * Write a working thesis--At this point, how would you answer that question? Include support. Keep in mind that you will be revising this statement significantly throughout this unit.
 * Research Organization: 6 sheets of paper (or more)
 * Sheet 1--Write "Introduction" and, at the bottom of the page, write your working thesis.
 * Most background information will go here.
 * Sheet 2-4--Write "Body Paragraph 1, 2, 3"
 * As you research, divide your information into your points. Make sure you keep track of where each piece of information comes from.
 * Sheet 5--Write "Conclusion"
 * Generally, there is not a whole lot of information for this section.
 * Sheet 6--Write "Works Cited"
 * Keep track of the references for your information here.
 * Turn in Working Thesis
 * Lab Time for research
 * Try to work on getting information for one body paragraph at a time instead of for everything. ||
 * Tuesday || You will...
 * narrow information to what is needed
 * organize your essay
 * use formal paragraph structure correctly
 * incorporate sources accurately
 * Journal (10 min)
 * MLA format and Works Cited Scavenger Hunt (35 min)
 * Highlight the difference between a URL and a web page title
 * Lab Time to research (45 min) ||
 * Wednesday || You will...
 * use formal paragraph structure correctly
 * incorporate sources accurately
 * SSR (20 min)
 * Journal (10 min)
 * Writing your body paragraphs (35 min)
 * Sample essay
 * Paragraph writing model
 * Draft one body paragraph
 * 1st body paragraph (15 min)
 * review with a partner
 * Does it have a topic sentence that is connected to the thesis?
 * Does it have support?
 * Does it have intext citations for information?
 * Does it discuss the information?
 * What other kinds of information might support that point?
 * Does it have a concluder?
 * Body Paragraph drafting (20 min)
 * Drafts due tomorrow ||
 * Thursday || You will...
 * use formal paragraph structure correctly
 * support your ideas with research
 * Journal (10 min)
 * Italics, etc. sheet (15 min)
 * Review body paragraphs with a partner (20 min)
 * Does it have a topic sentence that is connected to the thesis?
 * Does it have support?
 * Does it have intext citations for information?
 * Does it discuss the information?
 * What other kinds of information might support that point?
 * Does it have a concluder?
 * Lab time--Finish filling in the cracks (45 min) ||
 * Friday || You will... ** narrow information to what is needed
 * organize your essay
 * find appropriate information
 * cite information correctly in a works cited page
 * Journal (10 min)
 * **Portfolio 3 due**
 * What not to do in the research paper (5 min)
 * "I think/I believe"
 * I, you, we
 * In this paper, I will....
 * This paper is about...
 * Introductions review (20 min)
 * Attention Grabbers--List options on the board
 * Description
 * Question
 * Quote
 * Anecdote
 * Statistic
 * Background
 * Thesis--parts (answer your research question)
 * examples from Indiana University
 * **Intro due Monday**
 * Lab Time (45 min) ||
 * Week 17: 5/22-24 ||  ||
 * Monday || You will...
 * put information together to support a thesis
 * use parenthetical citations appropriately
 * Journal (10 min)
 * **Intro due**
 * Works Cited page (15 min)
 * website examples
 * formatting a works cited page
 * Review parenthetical citations (20 min)
 * Citations practice sheet
 * information that needs a parenthetical citation
 * ways to cite within the paper
 * Writing time in the lab (45 min) ||
 * Tuesday || You will...
 * revise your essay according to feedback
 * give appropriate feedback to others on their writing
 * Journal (10 min)
 * Parent Revision EC
 * **Rough Draft Due**
 * Peer Revision and Editing (45 min)
 * Work Time (35 min)
 * Impromptu Speeches (?) ||
 * Wednesday || You will...
 * edit your essay according to feedback
 * give appropriate feedback to others on their writing
 * Lab Time (45 min)
 * SSR (20 min)
 * Impromptu speeches (25 min) ||
 * Thursday || * You will...
 * use information to develop an effective PPT
 * pull together information, pictures, etc. to support an idea
 * Finish Impromptu speeches (20 min)
 * What makes an effective PPT? (15 min)
 * List ideas on the boardPPT requirements
 * examples of what works and what doesn't
 * List ideas on the boardPPT requirements
 * examples of what works and what doesn't
 * Think of this as a speech
 * What to do/not to do
 * Do not read from the slides
 * Use the PPT to support your ideas
 * Use good eye contact
 * Meet the length requirement
 * Practice it out loud
 * Lab time
 * **Research Essay due by the end of the block** ||
 * Week 18: 5/29-6/1 ||  ||
 * Tuesday || You will...
 * organize information to support spoken ideas
 * use PPT effectively
 * Citing Pictures
 * examples
 * requirements
 * Work Time ||
 * Wednesday || You will...
 * organize information to support spoken ideas
 * use PPT effectively
 * SSR
 * Speech Writing Tips
 * Take notes, not the whole speech. Consider note cards.
 * Practice it several times aloud in front of an audience or the mirror
 * Work Time in Lab ||
 * Thursday || You will...
 * Work Time on the Speech portion
 * Peer Revision
 * Show your PPT to a partner for feedback
 * Work Time in Lab ||
 * Friday || You will...
 * organize information to support spoken ideas
 * use PPT effectively
 * Peer Presentations
 * Give your speech to a few group members to get feedback--spoken only
 * Work Time in Lab ||
 * Week 19: 6/4-6 ||  ||
 * Monday || Final Work Time
 * Tuesday || PPT Presentations (2nd block exam time) ||
 * Wednesday || PPT Presentations (3rd and 4th block exam time) ||