English+1+-+Past

Week of August 26, 2009
> Tuesday, February 16** > **Wednesday, February 17** > **Thursday, February 18** > **Friday, February 19** > sonal observations - Chart of 15 activities + 15 appealing features (turn in or finish for homework)
 * Wednesday, August 26**
 * 3 Index Card Questions
 * Materials List - [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Materials%20-%20Eng%201.aug09.doc"]] Materials - Eng 1.aug09.doc
 * Materials Checks - Wednesday, September 2, and Thursday, September 3 (27 points)
 * Suggested Independent Reading books - 1st Person Conflicts - Man vs. Man, Man vs. Nature, Man vs. Self
 * Course Syllabus [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/English%201%20Syllabus.aug09.doc"]] English 1 Syllabus.aug09.doc
 * **Homework** - Information page - Be able to give a one-minute explanation of "Why?" for each question (because...)
 * Thursday, August 27**
 * Sharing Individual interests and values
 * Mark Buehrle's "Perfect Game!"
 * Your "Perfect Gameplan" - Where do you want to be in 4 years?
 * STCE Student Activities Handbook - Highlight words and phrases of interest on pages 4-15
 * **Homework -**
 * Materials Checks for September 2 and 3
 * STCE Student Activities Handbook - Highlight words and phrases of interest on pages 16-24
 * Friday, August 28**
 * What have you discovered from the Handbook's lists of opportunities?
 * **Monday, February 15 - Presidents' Day - No School
 * //Romeo and Juliet// - Act II, scene ii.
 * Key speeches explained from transparencies, written in pink speech packet
 * **Homework** - Read Act II, scene ii
 * //Romeo and Juliet -// Review key speeches with transparencies and pink packets
 * Act II, scene iv
 * Watch //Romeo and Juliet// film through Act II
 * Review key speeches with transparencies and pink packets through Act II
 * **Homework** - Read Act II, scene v
 * Reading Minutes and Journaling
 * Romeo and Juliet - Finish Act II
 * **Homework** - Finish chart, if necessary

Week of August 31, 2009

 * Monday, August 31**
 * Aspects of High School years - pluses and minuses: experiences such as academics, athletics, personal skills, lessons, social, community, technology, etc.
 * Where do your interests, values, and motivations lie?
 * Prewriting - 3 Accomplishments you would like to achieve between Freshman and Senior years - What? Why?
 * **Homework** - Finish prewriting
 * Tuesday, September 1**
 * Your "Perfect Gameplan"
 * Add to prewriting for 3 Accomplishments - How can you use your experiences //after// your Senior year?
 * **Homework** -
 * Draft 1-2 pages about one of the accomplishments you want to accomplish for yourself in the next 4 years
 * Materials Check - 27 points (including Reading book)
 * Wednesday, September 2**
 * Reading Minutes and Journaling
 * Materials Check - 27 points
 * Review - //Writers Inc//: Paragraph Development, Organization of Details, Transitions
 * **Homework** - Revise, ready to type Draft 2
 * Thursday, September 3**
 * LRC to type Draft 2 (turn in 2 drafts)
 * Materials Check (27 points)
 * **Homework** - Complete typed Draft 2 for Tuesday, if necessary
 * Friday, September 4** - Institute Day - No School for Students

Week of September 7, 2009

 * Monday, September 7** - Labor Day - No School


 * Tuesday, September 8**
 * Turn in 2 drafts (if not turned in on Friday)
 * What is Ahead in English 1? [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Common%20Questions%20-%20English%201%20with%20Parent%20Page.aug09.doc"]] Common Questions - English 1 with Parent Page.aug09.doc
 * Getting to Know //Writers Inc. -// scavenger hunt
 * **Homework** - Signed Parent page
 * Wednesday, September 9**
 * Reading Minutes and Journaling
 * Planner Vocabulary
 * **Homework** - Vocabulary
 * Thursday, September 10**
 * LRC to Edit Final Copy - audience, capital letters, contractions, complete sentences, spellchecking, proofreading out loud. Peer proofreading.
 * **Homework** - Complete "My Perfect Gameplan" - Drafts 1, 2, and Final Copy
 * Friday, September 11**
 * "My Perfect Gameplan" Due - Drafts 1, 2, and Final Copy
 * Review the Writing Process - prewriting, drafting, revising, editing
 * Literature - First Person Conflicts

Week of September 14, 2009

 * Monday, September 14**
 * Discuss results from Parent Interviews about Names
 * "Names" by Sandra Cisneros
 * Esperanza's identity
 * Homework - Write a 1-paragraph characterization of your partner
 * Tuesday, September 15**
 * Share Characterization paragraphs
 * What makes up a person's identity?
 * How do we see Esperanza's identity in "Names?" Spanish and English
 * "My Name" Identity Chart
 * What are her 2 primary conflicts?
 * Similes and Metaphors
 * **Homework -**
 * Create 3 similes and 3 metaphors about you that will be part of your name/identity writing
 * Wednesday, September 16**
 * Reading Minutes and Journaling
 * Create your story/poem using your 3 similes and 3 metaphors in the style of Cisneros' "My Name"
 * **Homework -**
 * Finish completing the Conflict on your blue Characterization Blocks chart
 * Finish the examples on the yellow "My Name" page
 * Thursday, September 17**
 * Adding Imagery to your name's story/poem
 * **Homework** - Finish "professional" version of your name's story/poem
 * On the legal size paper provided for you in class - Create a visual presentation of your story/poem with all of your 3 similes and 3 metaphors. Illustrate with at least 3 visual images that occur in your paragraphs/verses.
 * Find an example for imagery on the yellow "My Name" page
 * Friday, September 18**
 * Reading Minutes and Journaling
 * Visual Presentations - sharing and posting

Week of September 21, 2009

 * Monday, September 21**
 * Finish individual sharing of "My Name" stories
 * Journaling - How is age 13 different from your age now?
 * "Eleven" - Highlight characterization details of Rachel
 * **Homework** - Fill in blue Characterization block
 * Tuesday, September 22**
 * "Eleven" - Repetition as an Author's Tool
 * Comparison/Contrast of pieces
 * **Homework -** Complete the Venn diagram comparing and contrasting //characterization// of Esperanza and Rachel[[file:venn diagram Esp Rach.doc]]
 * Wednesday, September 23**
 * Reading Minutes and Journaling
 * Planner Vocabulary Test - August 15 - September 18
 * **Homework -**
 * Complete the Venn diagram comparing and contrasting //identity// of Esperanza and Rachel
 * Thursday, September 24**
 * In-class writing - Comparisons/Contrasts using prewriting
 * Friday, September 18**
 * Reading Minutes and Journaling
 * Using quotations and citations
 * Homework - Type comparison/contrast paragraphs, including quotations and citations

Week of September 27, 2009

 * Monday, September 28**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/paragraph%20development%20cycles.Eng1.sept09.ppt"]] paragraph development cycles.Eng1.sept09.pptParagraph Development - Cycles
 * PowerPoint
 * Relate cycle structure to the comparison/contrast writing about Rachel and Esperanza
 * Insert numbers 1-2-3-4 for cycle parts in your comparison/contrast essay
 * MLA Citation format (Cisneros 160).
 * **Homework -**
 * Type essay, adding any 1-2-3-4 as necessary
 * Add one quote and its citation for each example of a comparison or contrast in your essay (6 total)
 * Tuesday, September 29**
 * Turn in essays
 * Journal - What is your most important piece of clothing? Why? (5 minutes)
 * Characterization - How do our possessions identify us, how do we identify outselves?
 * Short Story "The Jacket"

[[@exchweb/bin/redir.asp?URL=[]|[]]]
 * Put a * whenever you infer a reason for the jacket's importance
 * Discussion Questions
 * Small groups - Post reasons for who is at fault the outcome: the mother, the jacket, the kid
 * **Homework** -
 * Fill in the Characterization block[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Characterization%20blocks.sept09.doc"]] Characterization blocks.sept09.doc
 * Bring your favorite possession
 * Wednesday, September 30**
 * Reading Minutes and Journaling
 * Share possessions and its meaning in your life
 * Symbolism
 * **Homework** - Writing: What does the jacket symbolize in the narrator's life?
 * Thursday, October 1**
 * In-class writing - RAFT: Role, Audience, Format, Topic
 * **Homework** - Type RAFT Writing
 * Friday, October 2**
 * Reading Minutes and Journaling
 * Using quotations and citations
 * **Homework** -
 * Take on the role of one of the 3 main characters so far: Rachel, Esperanza, or the narrator
 * Be an advice columnist, and respond to your classmates' letters
 * Finish and type writing.

Week of October 5, 2009

 * Monday, October 5**
 * Share weekend's advice with Letter's writer
 * "Oranges" - poem in 4 sections for 4 illustrations [[file:Oranges.doc]]
 * classnotes - imagery, setting, mood
 * T-chart
 * **Homework -**
 * Complete the yellow Literary Devices log
 * Fill in the 4th blue characterization block for the poem's narrator[[file:Characterization blocks.sept09.doc]]
 * Explain - What do you think this poem's title should be?
 * Tuesday, October 6**
 * "Oranges" - Title choices
 * Symbolism, Title as a Metaphor
 * 4 kinds of conflict in the unit's short stories and poems
 * **Homework -**
 * Wednesday, October 7**
 * Reading Minutes and Journaling
 * Review of Literary Devices for Thursday's test
 * **Homework** - Study all definitions and examples for the devices on yellow Literary Devices chart
 * Thursday, October 8**
 * Literary Devices test
 * Reading Minutes and Journaling
 * Unit Assessment assignment
 * **Homework** - Brainstorm the personal incidents in which you experienced the 4 conflicts you have seen in this unit. Determine your symbol and title.
 * Friday, October 9 - School Improvement Day - No School for Students**

Week of October 12, 2009

 * Monday, October 12 - Columbus Day - No School

Tuesday, October 13**
 * Writing Workshop - Peer Reviewing
 * Your personal incident[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Coming%20of%20age%20story%20wkshop.anna09.doc"]] Coming of age story wkshop.anna09.doc


 * **Homework** - Final story is due, with all drafts and peer review pages
 * Wednesday, October 14**
 * Reading Minutes and Journaling
 * 3 ways to introduce a quote
 * **Homework** - In your Comparison/Contrast essay, correctly introduce your 6 quotes (using the 3 methods discussed in class) and cite them using accurate MLA citation. ex. (Cisneros 15).
 * Thursday, October 15**
 * Edgar Allan Poe: "The Cask of Amontillado"
 * Story and major themes
 * Characterization
 * Vocabulary and paraphrasing
 * Homework - Complete the paraphrasing of the first paragraph.
 * Friday, October 16**
 * Paraphrasing to Understand Section 1
 * What is Montresor's objective?
 * **Homework** - Characterization of Montresor and Fortunato

Week of October 19, 2009

 * Quarter Notebook due - Monday, October 26**


 * Requirements
 * Have //all// work, classnotes, handouts that we have done so far this year. If you missed anything due to absence, borrow someone else's so that your notebook is complete.
 * All papers with holes must be on rings.
 * All paper without holes must be in the folder


 * Last day for 1st Quarter Late Work - Wednesday, October 28**
 * Work that is up to 3 days late may be turned in with a Late Slip.
 * Work that is older than 3 days must be made up before or after school. Sign up on the clipboard in B208.

summarize
 * Monday, October 19**
 * Read Introduction, "Cask of Amontillado"
 * Paraphrase paragraph 1 sentence by sentence. Use the vocabulary instertedeach paragraph
 * **Homework** -
 * **What characterization of Montresor and Fortunato do you learn in Section 1? (what they do, say, look like, what others say)**


 * Tuesday, October 20**
 * "Cask" - Review setting, character traits, and Montresor's objective
 * Read Section 1[[file:Cask of Amontillado - Section 1.oct09.doc]] [[file:Cask narrative frame.anna09]]
 * Answer questions in a narrative frame
 * Summarizing and making predictions
 * **Homework -**
 * Finish summary of Section 1
 * Illustrate your __prediction__ of what Montresor does next.
 * Wednesday, October 21 - Friday, October 23 - STCE Closed due to Student Illness**

**Note: Due Date Changed! Quarter Notebook due - Friday, October 30!**

 * Requirements
 * Have //all// work, classnotes, handouts that we have done so far this year. If you missed anything due to absence, borrow someone else's so that your notebook is complete.
 * All papers with holes must be on rings.
 * All paper without holes must be in the folder.

**Last day for 1st Quarter Late Work - Friday, October 30**

 * Work that is up to 3 days late may be turned in with a Late Slip.
 * Work that is older than 3 days must be made up before or after school. Sign up on the clipboard in B208


 * Monday, October 26**
 * Review of "Cask," Section 1-2
 * Predictions, illustrations of upcoming events[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Cask%20of%20Amontillado-Section%202.oct09.doc"]] Cask of Amontillado-Section 2.oct09.doc
 * Irony - Dramatic irony
 * **Homework** - Create a comprehension quiz of 8 events that occur in Sections 1-2 (typed)
 * List should be out of its true order so that partner can rearrange the events into chronological order
 * Tuesday, October 27**
 * Comprehension quizzes
 * Identify Irony
 * "Cask," Section 3 [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Cask%20of%20Amontillado-Section%203.oct09.doc"]] Cask of Amontillado-Section 3.oct09.doc
 * **Homework** - Complete Ironic Interpretations chart for "Cask" [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Ironic%20Interpretations%20anna09.doc"]] Ironic Interpretations anna09.doc
 * Wednesday, October 28**
 * Reading Minutes/Journaling
 * Sentence Fragments
 * **Homework** -
 * Sentence Fragment worksheet
 * Predictions and irony
 * Thursday, October 29**
 * Predictions?
 * "Cask," Section 4
 * "Cask of Amonillado" Story Frame - parts of the "Cask" story
 * Read Section 5
 * Friday, October 30**
 * Reading Minutes/Journaling
 * Fond Memories

Week of November 2, 2009

 * Monday, November 2**
 * A Writer's Decisions - What are all the little decisions an author must make when revising over and over before the story is complete?
 * Imagery - Poe's details to let you see the "movie"
 * Section 4 - Vocabulary
 * Dramatic Interpretations - Fortunato's final moments
 * **Homework** -
 * Draw a cross-section or aerial view of the route that Fortunato and Montresor take through the vaults. Included precise details that Poe mentions in the paragraphs.
 * Tuesday, November 3**
 * Continue dramatic interpretations
 * "Cask," Section 4-5 - significance of imagery to imagining Poe's plot
 * Attention to setting (above and below ground) and characterization
 * Climax
 * "Cask," Section 4 - 5 [[file:Cask of Amontillado - Sections 4-5.nov09.doc]]
 * **Homework** - On "The Author's Decisions" worksheet - Find setting and characterization details (page 1) that Poe //decided// to use while writing "Cask," then explain //why// he made those decisions.[[file:The Author's Decisions.nov09.doc]]
 * Wednesday, November 4**
 * Reading Minutes/Journaling
 * Poe's attention to Foreshadowing and Conflicts (Internal and External)
 * **Homework** -
 * "The Author's Decisions" worksheet, page 2
 * Thursday, November 5**
 * Notebook/binder/folder double-check
 * Distinction between foreshadowing (the author) and forethought (the character)
 * Poe, the Writer, and Montresor, the Persona
 * What details does Poe use to show us that Montresor had given much //forethought// to his plan?
 * Friday, November 6**
 * Reading Minutes and Journaling
 * Video - "Great Books: The Tales of Edgar Allan Poe" (21 minutes) []

Week of November 9, 2009

 * Monday, November 9**
 * Sentence Types - Independent clauses and compound sentences
 * Identify independent clauses in sentences
 * , FANBOYS and Compound Sentences
 * Anticipation guide: "The Scarlet Ibis"
 * **Homework -**
 * , FANBOYS worksheet (for Wednesday) [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/,Fanboys%20complete%20review.nov09.doc"]] ,Fanboys complete review.nov09.doc
 * Study Compound Sentences and, FANBOYS for Thursday's quiz


 * Tuesday, November 10**
 * Review IC ,fanboys IC. and IC; IC**.** and the Compound Sentence worksheet
 * Compound sentence review - What is compound and what isn't?
 * "The Scarlet Ibis," sections 1-2 [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/The%20Scarlet%20Ibis.doc"]] The Scarlet Ibis.doc
 * **Homework** -
 * Summarize sections 1-2, using at least 5 compound sentences
 * Study for Compound Sentence quiz on Thursday
 * Wednesday, November 11**
 * Reading Minutes and Journaling
 * Imagery - "Ibis," sections 1-2
 * Paragraph 1 - Present
 * Paragraph 2 - Past
 * Homework - Draw the images in your mind for the 1st 2 paragraphs of "The Scarlet Ibis." To draw the 2 pictures, you may use 1/2-sheet of paper //or// both sides of one sheet.
 * Paragraph 1 - Include at least 15 details in your illustration.
 * Paragraph 2 - Include at least 10 details in your illustration.
 * Thursday, November 11**
 * "The Scarlet Ibis," sections 2-3
 * Compound Sentence quiz
 * **Homework** - Characterization Quarters for Sections 1-3
 * Friday, November 12**
 * Reading Minutes and Journaling
 * "The Scarlet Ibis, " sections 4-5
 * **Homework -**
 * Continue Characterization Quarters - Form sections 4-5 of the "The Scarlet Ibis," collect specific quotes that show Brother's characterization - 2 for what he **L**ooks like, **A**cts like, **S**ays, and **O**thers say about him (LASO). Then do the same for Doodle.

Week of November 16, 2009

 * Monday, November 16**
 * The Author's Decisions - characterization
 * "The Scarlet Ibis," sections 6-7
 * Why did Doodle die? Looking at details [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/The+Scarlet+Ibis.doc"]] [|The Scarlet Ibis.doc]
 * **Homework** -
 * Make a T-chart with one column for the ibis and one column for Doodle. Find 5 pairs of quotes that show at least 5 ways that Doodle and the ibis are similar. One quote for the ibis should be in the left column, and the matching quote for Doodle should be in the right column.
 * Tuesday, November 17**
 * The Author's Decisions - Foreshadowing
 * Symbolism and Motifs
 * **Homework** - The Great Motif Hunt
 * Wednesday, November 18**
 * Reading Minutes and Journaling
 * Themes in "The Scarlet Ibis"
 * **Homework** - "The Author's Decisions" chart, p. 1
 * Thursday, November 19**
 * Literary Analysis story aspects
 * **Homework -** "The Author's Decisions" chart, p. 2
 * Friday, November 20**
 * Literary Analysis Essay - Comparisons and contrasts between Poe's "Cask" and Hurst's "Ibis"

Week of November 30, 2009

 * Monday, November 30**
 * The Author's Decisions - comparisons
 * Homework -Comparisons worksheet: Complete the second and third columns for "The Scarlet Ibis" and World War I. Find specfic quotes from the story.
 * Tuesday, December 1**
 * Literary Elements to Compare and Contrast
 * Homework - Select 2 of the literary elements and write 1/2-1 pages about how Poe and Hurston use them to create mood in their stories.
 * Wednesday, December 2**
 * Reading Minutes and Journaling
 * Assignment Sheet - Using Literary Elements to Create Mood
 * **Homework** - Comparisons worksheet: Complete the "Cask of Amontillado" column. Find specific quotes from the story.
 * Thursday, December 3**
 * Prewriting for the essay - "Cask and Mood"
 * **Homework -** List 10 quotes that indicated your literary element and mood in "Cask"
 * Friday, December 4**
 * Reading Minutes and Journaling
 * Prewriting for the essay - "Ibis" and Mood
 * **Homework -** List 10 quotes that indicate your literary element and mood in "Ibis"

Week of December 7, 2009
[|An Author's Decisions - Mood.dec09.doc]
 * Monday, D****ecember 7**
 * **An Author's Decisions Essay - Due Thursday, December 17**
 * What decisions do authors make? Why do they make those choices?
 * Look at your freewriting notes for Poe and Hurst to determine the kinds of choices the authors make to influence mood in their stories.
 * Consider the literary elements you have chosen to focus on: language, settings, characterization, imagery, symbolism.
 * Choose 2-3 decisions that Poe makes and 2-3 decisions that Hurst makes using your selected literary element.
 * **Homework -**
 * For each of the 2-3 decisions that the 2 authors make, write 3 sentences explaining how that choice affects their stories.
 * Tuesday, December 8**
 * How do the authors' decisions/choices compare?
 * Which of the decisions that Poe and Hurst make are similar? They both...
 * Which of the decisions that Poe and Hurst make are different? One ..., but the other...
 * Which comparisons and contrasts (total of 3) are you going to work with?
 * Choose 2 comparisons and 1 contrast or 1 comparison and 2 contrasts
 * **Homework** - Consider your //Comparison 1.//
 * Type a paragraph that explains the decision Poe makes when using your literary term to influence mood in "Cask." (No examples yet).
 * Type a paragraph that explains how Hurst makes that same decision when using your literary term to influence mood in "Ibis," as well as how his decision is //similar// to Poe's. (No examples yet).
 * Wednesday, December 9**
 * Reading Minutes and Journaling
 * Consider //Comparison 2// or //Contrast 1.//
 * Type a paragraph that explains another decision Poe makes when using your literary term to influence mood in "Cask." (No examples yet).
 * Type a paragraph that explains how Hurst makes the same decision when using your literary term to influence mood in "Ibis," as well as how his decision is //similar (or different)// from Poe's. (No examples yet).
 * **Homework -** Consider //Contrast 1 or 2.//
 * Type a paragraph that explains another decision Poe makes when using your literary term to influence mood in "Cask." (No examples yet).
 * Type a paragraph that explains how Hurst makes the same decision when using your literary term to influence mood in "Ibis," as well as how his decision //is different// from Poe's. (No examples yet).
 * Thursday, December 10**
 * How will you organize your Comparison/Contrast Essay?
 * Two outline options[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Comparison-Contrast+Outline+Options.dec09.doc"]] [|Comparison-Contrast Outline Options.dec09.doc]
 * LRC - Combine (copy and paste) all your paragraphs into the outline form you prefer.
 * Homework - Finish combining and adding transitions so that combined paragraphs sound smooth when read out lout. To turn in.
 * Friday, December 11**
 * Look at your list of quotes that show how the authors convey mood by using your literary element.
 * Choose at least one quote to be the Step 3 in each cycle the capital letters.
 * LRC - Put quotes into paragraphs in the Step 3 part of the cycles. Blend each quote into the cycle instead of just dropping it in.
 * **Homework** - Type the quotes and revise the cycles for your 6 paragraphs your outline. Draft 1 to turn in on Monday.

Week of December 14, 2009
[|An Author's Decisions - Mood.dec09.doc]
 * Monday, D****ecember 14**
 * **An Author's Decisions Essay - Outline due Friday, December 18**
 * What decisions do authors make? Why do they make those choices?
 * Look at your freewriting notes for Poe and Hurst to determine the kinds of choices the authors make to influence mood in their stories.
 * Consider the literary elements you have chosen to focus on: language, settings, characterization, imagery, symbolism.
 * Choose 2-3 decisions that Poe makes and 2-3 decisions that Hurst makes using your selected literary element.
 * Contrast paragraphs - Reread "Cask" and "Ibis" looking for examples and ideas of how the 2 authors use contrasting ways of developing mood in their stories.
 * At the end of each story, freewrite about the ideas that occurred to you as you reread. Look over your highlighting, then turn it over and add to your freewriting.
 * **Homework -**
 * Using your freewriting for each story, write well-developed paragraphs with specific examples and explanation of how each author uses the literary element to contrast the moods.
 * Type one paragraph for Poe and one paragraph for Hurst.
 * Tuesday, December 15**
 * How will you organize your Comparison/Contrast Essay?
 * Two outline options
 * Skeleton outline[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Comparison-Contrast+Outline+Options.dec09.doc"]] [|Comparison-Contrast Outline Options.dec09.doc]
 * LRC - Replace main point sentences and topic sentences in your skeleton outline with the paragraphs you have written.
 * Homework - Finish combining and adding transitions so that combined paragraphs sound smooth when read out lout. To turn in.
 * Wednesday, December 16**
 * Reading Minutes and Journaling
 * Look at your list of quotes that show how the authors convey mood by using your literary element.
 * Develop cycles steps 1-2-3-4, using a quote to serve as the example in step 3 of each cycle.
 * LRC - Put quotes into paragraphs in the Step 3 part of the cycles. Blend each quote into the cycle instead of just dropping it in.
 * **Homework** - Type the quotes and revise the cycles for your 6 paragraphs in your outline.
 * Thursday, December 17**
 * Work on cycles. No repetition. Informative.
 * **Homework** - Revise Paragraph outline to turn in
 * Friday, December 18 - Candy Cane Day!**
 * Reading Minutes and Journaling[[image:candy_canes.jpg width="127" height="59" caption="candy_canes.jpg"]]

Week of Monday, January 4, 2010

 * Monday, January 4**
 * Return essay outlines
 * Revise cycles in 6 body paragraphs.
 * Cnostructing the Introduction and Conclusion
 * **Homework** - Finish and type Intro and Conclusion paragraphs
 * Tuesday, January 5**
 * Citation placement and format within a paragraph - insert after each Step 3 in each cycle
 * Punctuation of titles
 * Editing concerns - you, 3rd person, literary present tense
 * **Homework - Comparison/Contrast of Literary Element Essay Due**
 * Draft 2 - Put Intro, 6 body paragraphs, and Conclusion into 1 document. Revise all cycles to make sure you have 1-2-3-4 in each one, with the quote as your Step 3.
 * Wednesday, January 6**
 * Reading Minutes and Journaling
 * Workshop time for paragraph revisions
 * Thursday, January 7**
 * Edit sheet and editing
 * Commonly confused words - pretest and corrections (Warriner's)
 * **Homework** -
 * Use the Edit Sheet to continue editing draft
 * Comparison/Contrast of Literary Elements essay due in yellow folder with all components


 * Friday, January 8**
 * Reading Minutes and Journaling
 * Revising from outline form to paragraph form (Main Point Sentence + Paragraph Topic Sentence in Paragraph A, etc.
 * Turn in yellow folder with all essay components
 * **Homework** -
 * Revise pre-final essay (outline form) into paragraph form
 * Turn in final essay on Monday
 * Week of January 25

Monday, January 25**
 * Materials list for Second Semester
 * Spelling Pretest - 15 Most Commonly Misspelled Words (see //Writers Inc)//
 * **Homework -** [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Materials%20-%20Eng%201.jan10.doc"]] Materials - Eng 1.jan10.doc
 * Write each misspelled word 3 times each
 * Materials Check on Friday (20 points)
 * Tuesday, January 26**
 * 1st Semester Gradesheets - signed for 5 points Extra Credit
 * Comments about Comparison/Contrast Essays: Poe and Hurst
 * LRC to make corrections and revisions
 * **Homework -**
 * Finish Revisions and corrections
 * Required - anything highlighted in yellow
 * Extra Credit (5 points) - anything marked or suggested in pen
 * Wednesday, January 27**
 * Reading Minutes and Journaling
 * Shakespeare - The Stage handout
 * **Homework** - Create a matching quiz from the handout -
 * List any 10 terms from either side of the page.
 * Create a list of definitions or explanations that a classmate can match to each term,
 * Thursday, January 28**
 * Spelling Review for Friday's test
 * LRC - Shakespeare facts - Find 1 picture and 2 articles of factual information about your Shakespeare topic [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/LRC%20Research%20topics.jan10.doc"]] LRC Research topics.jan10.doc
 * **Homework** -
 * Materials Check (20 points) - All or nothing. Next week, late grade.
 * Spelling Test - 15 Most Commonly Misspelled Words
 * In each areticle about your Shakespeare topic, highlight at least 10 interesting and informative facts or quotes about Shakespeare. Write one well-written informative sentence using each fact or quote.
 * Friday, January 29**
 * Reading Minutes and Journaling
 * Materials Checked
 * Spelling Test - 15 Most Commonly Misspelled Words
 * **Homework** - Register on-line for next year's courses!! Use last.first name as your User ID, and the password you received in the mail. Select English 4 (or 12) - block to register for the year-long English class. The process will let you know which credits you still need. Then you can fill in extra spots with your choice of electives.

Week of Monday, February 1, 2010

 * Monday, February 1**
 * Reading Minutes and Journaling
 * How Has Your Language Changed?
 * **Homework -**
 * Write 10 informative sentences that include the information from the 20 sentences that you highlighted in your 2 sources. Type them using size 14 font to put on an 11" x 14" poster.
 * Tuesday, February 2**
 * Challenges with the Language of Shakespeare
 * Archaics, contractions, word order, puns
 * **Homework** - Translate Shakespeare's sonnet
 * Wednesday, February 3**
 * //Romeo and Juliet -// "Two households, both alike in dignity..." Who is Who?
 * **Homework**- Paraphrase the prologue
 * Thursday, February 4**
 * Act I
 * **Homework -** Prepare your lines
 * Friday, February 5**
 * Reading Minutes and Journaling
 * Continue Act I

Week of Monday, February 8, 2010

 * Monday, February 8**
 * Reading Minutes and Journaling
 * Elizabethan facts
 * Write your paraphrasing of your 10 assigned lines onto the transparency you were given in class.
 * **Homework -**
 * Create an 8' x 17" poster on your Elizabethan topic. Transfer your 10 typed informative sentences and your picture for your sources. Add color and whatever other decorative features that will make your poster appealing when it is displayed in the classroom.
 * Tuesday, February 9**
 * Presentation of Elizabethan posters
 * //Romeo and Juliet// - Act I, scene ii. p. 27
 * Key speeches explained from transparencies, written in pink speech packet
 * **Homework** - Read Act, scene iii to the bottom of p. 41
 * Wednesday, February 10**
 * //Romeo and Juliet -// Review key speeches through p. 41
 * **Homework**- Read p. 51 - to the middle of p. 57. Capulet's party.
 * Focus question: What is Tybalt upset about, and what is Capulet's response to him?
 * Thursday, February 11**
 * Finish poster presentations
 * Review key speeches through p. 57.
 * Act I, scene iv - Act II, scene i
 * **Homework -** Read p. 71 to the middle of p. 79. The Balcony Scene
 * Focus question: What is Juliet worried about, and what is Romeo's response to her?
 * Friday, February 12**
 * Reading Minutes and Journaling
 * Romeo and Juliet Act II

Week of Monday, February 22, 2010

 * Monday, February 22**
 * Reading Minutes/Journaling
 * //Romeo and Juliet//, Act III
 * **Homework** - Read Act III, i - p. 115-129
 * On a piece of looseleaf paper, write "Mercutio dies" 1/2 way down the page.
 * Above that line, find 3 quotes that show Romeo's attitude about life at the beginning of the scene. How does he feel? Why?
 * Below that line, find 3 quotes that show Romeo's attitude about life at the end of the scene. How does he feel? Why
 * Tuesday, February 23**
 * Quick Quiz (and Extra Credit) for III, i
 * //Romeo and Juliet// - Act III, scene ii.
 * **Homework** - Read Act III, iii - p. 139-153
 * Find any 3 sentences that answer each of the following:
 * 1. Why does Romeo think that banishment is worse than death?
 * 2. What are 3 reasons why Friar thinks Romeo should feel happy (fortunate)?
 * 3. What is the Friar's plan for Romeo and Juliet?
 * Wednesday, February 24**
 * //Romeo and Juliet -// Act III, iv
 * Decisions list
 * **Homework -** Finish Act III, v - p. 163-173
 * Thursday, February 25**
 * United Streaming - Shakespeare's Tragedies.
 * []
 * Homework - Read Act IV, scene i. Keep adding to the decisions list
 * Friday, February 26 - School Improvement Day - No School for Students**

Week of Monday, March 1, 2010

 * Monday, March 1**
 * Reading Minutes/Journaling
 * //Romeo and Juliet//, Act IV, i-iv, p. 177-197 [Paris speaks with Friar Lawrence about the wedding, joined by Juliet; Friar Lawrence comes up with a plan for Juliet; Juliet tells her father she will obey him; Juliet goes to bed alone and drinks the potion. and Capulet look forward to Thursday,
 * **Homework** -
 * Read Act IV, v (lines 1-90), p. 197-203 (Nurse finds Juliet). Expect a quiz.
 * Decide top 3 choices for memorizing 10 lines of any speech in the pink packet.
 * Tuesday, March 2**
 * Reading
 * Quick Quiz Act IV, v (lines 1-90)
 * //Romeo and Juliet// - Act vIV, scene v p.
 * **Homework** - Read to the end of Act IV (to p. 207).
 * Add 5 decisions from Act IV to your list of character decisions
 * Wednesday, February 24**
 * //Romeo and Juliet -// Act III, iv
 * Decisions list
 * **Homework -** Finish Act III, v - p. 163-173
 * Thursday, February 25**
 * United Streaming - Shakespeare's Tragedies.
 * []
 * Homework - Read Act IV, scene i. Keep adding to the decisions list
 * Friday, February 26 - School Improvement Day - No School for Students**

Week of Monday, March 8, 2010
===Notebooks and Planners due on Friday, March 19! No loose papers! Everything we have done: classnotes, handouts, homework, essays, quizzes, etc!===
 * Monday, March 8**
 * Reading Minutes/Journaling
 * Shakespeare's Sonnets - Act II, the Chorus introduction
 * Meaning
 * Structure
 * **Homework** -
 * Reorganize the structure of the sonnet on the handout
 * Label the stanza types and rhyme pattern
 * Tuesday, March 9**
 * Decisions that were made for positive reasons and decisions that were made for negative ones
 * //Romeo and Juliet// essay - Who is to Blame?
 * Possibilities
 * What //did// he/she do? What //didn't// he/she do?
 * //Romeo and Juliet// film [collect ideas for decisions/details to blame]
 * **Homework** -
 * Choose the character you want to blame the most for the tragedy
 * List 3-5 //decisions// that he or she made that caused the tragedy
 * Memorization speeches start Thursday! (or before if you are ready)!
 * Wednesday, March 10**
 * Who is to Blame? Causes and Effects
 * Decisions lists
 * Why did the character make the specific decision? [Causes]
 * What did the specific decision lead to? [Effects]
 * Did the effect //cause// //another// effect? [Ripple effects]
 * Brainstorm - Decision 1, Cause(s), Effect(s) and Ripple effects
 * //Romeo and Juliet// film [collect ideas for decisions/details to blame]
 * **Homework -**
 * Repeat brainstorming (as above) for Decision 2
 * Turn in Brainstorming for both Decisions 1 and 2
 * Memorization speeches start Thursday! (or before if you are ready)!
 * Thursday, March 11**
 * Memorization speeches start!
 * //Romeo and Juliet// film [collect ideas for decisions/details to blame]
 * Homework - Brainstorming for Decision 3 to turn in
 * Friday, March 12**
 * Reading Minutes and Journaling
 * //Romeo and Juliet// film [collect ideas for decisions/details to blame]
 * **Homework** - Find 2 quotes that are examples for each Decision your character made that deserves blame for the tragedy

Week of Monday, March 15, 2010

 * Monday, March 15**
 * Reading Minutes/Journaling
 * Shakespeare's Sonnet 18 - Reassembly, rhyme pattern, stanza structure
 * Meaning
 * Structure
 * Tuesday, March 16**
 * //Romeo and Juliet// essay - Who is to Blame?
 * 3 Decisions - Topic sentences
 * Outlining the Essay
 * Drafting - Divide each decision into sub-ideas (to form 2 cycles - Causes and Effects? Reasons and Results?
 * Supporting quotes - 2 for each decision (Cause and Effect? Reasons why and Results?)
 * Decision 1 - Combine Decision 1 brainstorming with quotes to create 2 cycles.
 * **Homework -** Finish and type outline 's Roman numerals (decisions) and A, B (cycle ideas)
 * Wednesday, March 17**
 * //Romeo and Juliet essay -// Review punctuation, embedding, and context of quotes into cycles
 * Decision 1 - double-check quotes within cycles, turn in
 * Decision 2 draft - Combine Decision 2 brainstorming with quotes to create 2 cycles
 * **Homework -** Finish Decision 2 draft to turn in
 * Thursday, March 18**!
 * //Romeo and Juliet// essay - Transitions
 * Within paragraphs - between cycles
 * Between paragraphs
 * Double-check transitions in and between Decision 1 and Decision 2 (then turn in)
 * Decision 3 draft - Combine Decision 3 brainstorming with quotes to create 2 cycles
 * Homework - Finish Decision 3 draft to turn in
 * Friday, March 19**
 * Reading Minutes and Journaling
 * //Romeo and Juliet// essay
 * peer feedback - ideas? clarifications?
 * **Homework** - Revise essay draft and type all body paragraphs of essay (2 cycles per decision paragraph)

Week of Monday, March 22, 2010
Edit sheet - Blame Essay.mar10.doc
 * Monday, March 22**
 * Reading Minutes/Journaling
 * Embedding Quotations into your cycles
 * Punctuation
 * Phrasing[[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Evaluation%20-%20Who's%20to%20Blame.mar10.doc"]] Evaluation - Who's to Blame.mar10.doc
 * **Homework** - Finish all revisions of all Main Point paragraphs (all body paragraphs)
 * Tuesday, March 23**
 * Binder/Notebook/Folder double-check
 * Review of required editing rules - Edit Sheet
 * //Romeo and Juliet// essay - Who is to Blame?
 * Introduction and Conclusion
 * Hook, Informative paragraph, Thesis statement about blame
 * **Homework** - Intro and Conclusion paragraph, typed and ready to turn in
 * Wednesday, March 24**
 * LRC to do final editing
 * **Homework** - Essay due Thursday, with all prewriting pieces
 * Thursday, March 25**
 * //Romeo and Juliet// due
 * Final copy
 * All prewriting and draft pieces
 * Edit Sheet
 * Evaluation page
 * Contemporary //Romeo and Juliet//
 * Friday, March 26**
 * Reading Minutes //or// Contemporary //Romeo and Juliet//


 * Homework** - Have a restful Spring Break!!

Week of Monday, April 5
[|Sentence Fragments worksheet.sep08.doc]
 * Monday, April 5**
 * Reading Minutes/Journaling
 * Review Sentence Patterns for Compound and Complex Sentences
 * Fragments
 * **Homework** -
 * Tuesday, April 6**
 * Comma Splices and Run-on Sentences
 * //Warriner's// p. 256-257
 * **Homework** - 3 sentences for each sentence pattern: IC ,fanboys IC. IC;IC. DC, IC. IC DC. (12 total)
 * Wednesday, April 7**
 * Finish Exercise 1, p. 245 - Comma Splices and Run-on Sentences
 * Exercies 2, p. 245 - Copy the fragment of each pair for #1-10 onto looseleaf paper.
 * **Homework** - For each of the 10 fragments on p. 245, use various strategies to revise each fragment into a complete sentences
 * Thursday, April 8**
 * Review 4 sentence types
 * Fragments v. Sentences
 * Sentence Fragment PowerPoint[[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Fragments.pptadapted.mar10.ppt"]] [|Fragments.pptadapted.mar10.ppt]
 * **Homework** - Study all worksheets and classnotes (including the PowerPoint slides) for test on correct punctuation of compound and complex sentences, sentence fragments
 * Friday, April 9**
 * Punctuation test
 * Reading Minutes and Journaling
 * Reading Minutes and Journaling
 * **Homework** - Sentence Fragments worksheet (yellow)

Week of Monday, April 12
>> **Tuesday, April 13** >> **Wednesday, April 14** >> **Thursday, April 15** >> **Friday, April 16**
 * Monday, April 12**
 * Reading Minutes/Journaling
 * Historical Background of the American 1930s
 * Preview of To Kill a Mockingbird
 * **Homework** - Find and list 5 events that occurred in the U.S. during the 1930s (other than Civil Rights activities)
 * Complete Background and the Comparison between Scout and Harper Lee
 * Chapter 1 of Mockingbird - the Finch Family History
 * Main Characters to be aware of
 * Allusions/Vocabulary handout Chapter 1
 * **Homework** - Finish Chapter 1. In your book, highlight all of the allusions and vocabulary listed on the handout.
 * Chapter 1 questions?
 * Quick Quiz - Chapter 1
 * Chapter 1 questions on the green Study Guide for Chapters 1-11
 * **Homework** - Finish Chapter 2, answer Chapter 2 Study Guide questions
 * Return esays and Sentence Fragment tests
 * //Mockingbird//, Chapter 3
 * **Homework** - Finish Chapter 3
 * Quick Quiz - Chapters 3-4
 * Reading/Journaling
 * //Mockingbird//, Chapter 4 highlights
 * **Homework** - Find 3 quotes from //anywhere in Chapters 1-4// about each of the following. (Quotes for each topic must be at least 2 pages apart - ex. 46 and 48, or 51 and 53). Any lines from the novel are considered quotes, including the narrator's.
 * Characterization (what he says, what he does (acts), what he looks like (including body language), what others say about him (including the narrator)
 * Atticus
 * the Cunninghams
 * the Ewells
 * relationship between Scout and Jem
 * Life in the 1930's
 * simpler life
 * racial awareness (blacks/whites)
 * Monday, April 19**
 * Reading Minutes/Journaling
 * Discussion on Ch. 1-4
 * **Homework** - Read Chapter 5, p. 41-40 for Tuesday
 * Tuesday, April 20**
 * Attention to Chapter 5
 * **Homework** - Read Chapters 6-7, p. 50-63 for Thursday
 * Wednesday, April 21**
 * LRC to research the 1930's
 * Find at least 3 informative articles on your assigned topic
 * **Homework** - Chapters 6-7 for Thursday
 * Thursday, April 22**
 * Attention to Chapters 6-7
 * **Homework** - Read Chapter 8
 * Friday, April 23**
 * Quick Quiz - Chapters 5-8
 * Reading/Journaling
 * Attention to Chapter 8
 * **Homework** - Read Chapters 9-10 for Tuesday
 * **Homework** - Read Chapters 9-10 for Tuesday

Week of Monday, May 3, 2010

 * Monday, May 3**
 * Reading Minutes/Journaling
 * Point of View - First Person/Third Person
 * Advantages and Disadvantages of each
 * **Homework** - Read Chapter 13-14
 * Tuesday, May 4**
 * From Part I onward
 * Conflicts - internal and external
 * Characters - who and why
 * Courage - who and why
 * **Homework** -
 * Read Chapters 15 -16 for Thursday
 * Answer Reading Guide questions for Chapters 15-16
 * Wednesday, May 5**
 * Attention to Chapters 15-16/Reading Guide questions
 * **Homework** - Chapters 15-16
 * Thursday, May 6**
 * Attention to Chapters 15-16/circle group
 * **Homework** - Chapter 17
 * Friday, May 7**
 * **Homework** -
 * **Read Chapters 18-19 for Tuesday**
 * **Chapter 18**
 * **List 3 details that you learn from Mayella when she testifies for Mr. Gilbert**
 * **List 3 details that you learn from Mayella when she is cross-examined by Atticus**
 * **Main Point I cycles - complete draft for Monday (Topic sentence + 5 notecard cycles 1-2-3-4 in paragraph:Facts about your topic**

**Week of Monday, May 10, 2010** Monday, May 10

 * **Reading Minutes/Journaling**
 * **Mockingbird Project Assignment**
 * Homework **-** [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/1930s+Project+Assignment+page.may10.doc"]] [|**1930s Project Assignment page.may10.doc**]
 * **Complete Bib Card model citations for 3 sources.**
 * **Renumber and organize all notecards.**
 * **Read Chapter 18-19.**
 * Tuesday, May 11**
 * **Attention to Chapters 18-19.**
 * **Write 3 Main Point sentences on 3 notecards.**
 * **On each notecard you will use for your essay, write Step 2 and 4 on each notecard.**
 * **Step 1 is your Main Point sentence card. Step 2 = Explain it. Step 3 = Notecard (citation). Step 4 = Relate it.**
 * Homework **-**
 * **Complete all of the notecard steps, ready to type for Wednesday.**
 * **Read Chapters 20-22 for Thursday. Answer Reading Guide questions.**
 * Wednesday, May 12**
 * **LRC Section B to type all steps into paragraph form for 3 Main Point paragraphs.**
 * Homework **-**
 * **Chapter 20-22 for Thursday. Answer Reading Guide questions.**[[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Mockingbird+Chap.20-21+Significant+Details.may10.doc"]] [|**Mockingbird Chap.20-21 Significant Details.may10.doc**]
 * **Typed draft of 3 Main Point paragraphs due Thursday-Friday**
 * Thursday, May 13**
 * **Discuss Chapters 20-22 and Reading Guide questions.**
 * **Reading or Film?**
 * Homework **- Typed draft of 3 Main Point paragraphs due if not already turned in**
 * Friday, May 14**
 * **LRC Section B to create PowerPoint for 1930s presentation**
 * **Homework -**
 * **Turn in revised, printout of handout (10+ slides with captions).**
 * **Finish PowerPoint with 10 slides (pictures with captions) and a Title page**
 * **Read Chapters 23-24 for Tuesday.**