jUNIOR WORLD LIT
Tuesday, May 21st
Notebooks collected. Work day: missing assignments and exam preparation
Notebook Collection Instructions
3. Place a sticky note on the first page of your first bellringer for the quarter (March 18th) and have it sticking out of the notebook slightly.
4. On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
Notebooks collected. Work day: missing assignments and exam preparation
Notebook Collection Instructions
- Your name must be CLEARLY visible on the front or inside cover. No name=no points. Shake your notebook; make sure there are no loose papers. Get rid of the old sticky note.
3. Place a sticky note on the first page of your first bellringer for the quarter (March 18th) and have it sticking out of the notebook slightly.
4. On the sticky note, write your name and circle the number of bellringers that you have. Do not concern yourself with the number of bellringers you “should” have. Simply count what is there. It may be wise to count and then recount.
Tuesday, May 21st
Bellringer—A. How does a child narrator influence the way the story is told in the Persepolis excerpt? Form your response in a TEXAS.
B. Which literary device best applies to the following? --
"The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come” (Nelson Mandela, Presidential Inaugural Address).
Schedule— Bellringer, homework check (annotations), pair/share, review, Persepolis discussion of excerpt with questions
Homework--Notebooks collected tomorrow, animal shelter supply drive due tomorrow, shelter supply organizing tomorrow, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Bellringer—A. How does a child narrator influence the way the story is told in the Persepolis excerpt? Form your response in a TEXAS.
B. Which literary device best applies to the following? --
"The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come” (Nelson Mandela, Presidential Inaugural Address).
Schedule— Bellringer, homework check (annotations), pair/share, review, Persepolis discussion of excerpt with questions
Homework--Notebooks collected tomorrow, animal shelter supply drive due tomorrow, shelter supply organizing tomorrow, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Monday, May 20th
Bellringer—A. Reread your essay. Reflect on its strengths and areas for improvement. What did you do well? What might you improve/revise? Why?
B. Using the “Banned Words” cheat sheet, go through your essay and eradicate all banned words by replacing each with a better choice.
Schedule— Bellringer, homework collection, pair/share Persepolis excerpt with questions
Homework--Persepolis annotations (2 per page) and questions due tomorrow, animal shelter supply drive, shelter supply organizing: Wed, 5/22, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Bellringer—A. Reread your essay. Reflect on its strengths and areas for improvement. What did you do well? What might you improve/revise? Why?
B. Using the “Banned Words” cheat sheet, go through your essay and eradicate all banned words by replacing each with a better choice.
Schedule— Bellringer, homework collection, pair/share Persepolis excerpt with questions
Homework--Persepolis annotations (2 per page) and questions due tomorrow, animal shelter supply drive, shelter supply organizing: Wed, 5/22, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Friday, May 17th
Bellringer—A. Using your brainstorming as well as your intro, body, and conclusion draft sheets, reflect on your progress for the college application essay. What have you learned so far about the writing process and yourself as a writer?
Schedule— Bellringer, homework check (conclusion sheet), essay drafting workshop (put all pieces together in narrative essay form using your notes and focus sheets)
Homework--animal shelter supply drive, COMPLETE rough draft—college application essay: Monday 5/20, shelter supply organizing: Wed, 5/22, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Bellringer—A. Using your brainstorming as well as your intro, body, and conclusion draft sheets, reflect on your progress for the college application essay. What have you learned so far about the writing process and yourself as a writer?
Schedule— Bellringer, homework check (conclusion sheet), essay drafting workshop (put all pieces together in narrative essay form using your notes and focus sheets)
Homework--animal shelter supply drive, COMPLETE rough draft—college application essay: Monday 5/20, shelter supply organizing: Wed, 5/22, shelter trip: Thurs, 5/23, after school final exam review session: Tues, 5/28
Thursday, May 16th
Bellringer—A. Refer back to the “String” and “Eyebrows” essays as well as the narrative template/your notes. Explain the similarities and differences you notice. What choices did the author make that are effective? Why?
Schedule— Bellringer/homework check (body paragraph focus sheet) , pair/share, conclusion draft focus (handout)
Homework—animal shelter supply drive, conclusion draft--focus sheet
Bellringer—A. Refer back to the “String” and “Eyebrows” essays as well as the narrative template/your notes. Explain the similarities and differences you notice. What choices did the author make that are effective? Why?
Schedule— Bellringer/homework check (body paragraph focus sheet) , pair/share, conclusion draft focus (handout)
Homework—animal shelter supply drive, conclusion draft--focus sheet
Tuesday, May 14th
Bellringer—A. Which rhetorical/literary term best applies to the following quote? Explain--"Don’t study because you need to. Study because knowledge is power. Study because they can never take it away from you. Study because you want to know more. Study because it enhances you. Study because it grows you.”
Schedule— Bellringer, grade conferences, pair/share, review, focused freewrite—introduction (finish), Intro Draft Focus Sheet (handout)
Homework--Animal Shelter permission slip due tomorrow, animal shelter supply drive due 5/22, introduction draft focus sheet due tomorrow
Bellringer—A. Which rhetorical/literary term best applies to the following quote? Explain--"Don’t study because you need to. Study because knowledge is power. Study because they can never take it away from you. Study because you want to know more. Study because it enhances you. Study because it grows you.”
Schedule— Bellringer, grade conferences, pair/share, review, focused freewrite—introduction (finish), Intro Draft Focus Sheet (handout)
Homework--Animal Shelter permission slip due tomorrow, animal shelter supply drive due 5/22, introduction draft focus sheet due tomorrow
Monday, May 13th
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
ambiguity, subversive, amplification, antiphrasis, commoratio, ad hominem, slippery slope, bandwagon, straw man, begging the question
Schedule— Bellringer/homework check—sample essay annotation (“Eyebrows” and “String”), pair/share, review, focused freewrite--introduction
Homework--Animal Shelter Supply Drive and permission slip due Wednesday, introduction draft
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
ambiguity, subversive, amplification, antiphrasis, commoratio, ad hominem, slippery slope, bandwagon, straw man, begging the question
Schedule— Bellringer/homework check—sample essay annotation (“Eyebrows” and “String”), pair/share, review, focused freewrite--introduction
Homework--Animal Shelter Supply Drive and permission slip due Wednesday, introduction draft
Thursday, May 9th
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Schedule— Bellringer, independent reading check-in conferences, pair/share, review, narrative essay samples—“Eyebrows” and “String Theory”
Homework—Animal Shelter Supply Drive and permission slip, annotated sample essays using outlines notes as well as own reactions
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
asyndeton, polysyndeton, cumulative sentence, periodic sentence, hortative sentence, parallelism, irony, satire
Schedule— Bellringer, independent reading check-in conferences, pair/share, review, narrative essay samples—“Eyebrows” and “String Theory”
Homework—Animal Shelter Supply Drive and permission slip, annotated sample essays using outlines notes as well as own reactions
Wednesday, May 8th
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic
Schedule--Bellringer, independent reading check-in conferences, pair/share, review, narrative essay notes (absent? click link)--finish conclusion section
Homework--Animal Shelter Supply Drive
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
counterclaim, rebuttal, concession, understatement, hyperbole, paradox, testimonial (expert documentation), pedantic
Schedule--Bellringer, independent reading check-in conferences, pair/share, review, narrative essay notes (absent? click link)--finish conclusion section
Homework--Animal Shelter Supply Drive
Tuesday, May 7th
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
epanalepsis, anecdote, inclusive language, exclusive language, qualifying adjectives, archetype, consonance, anastrophe
Schedule— Bellringer, pair/share, review, narrative essay outline--finish (college applications)
Homework—Animal Shelter Supply Drive
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
epanalepsis, anecdote, inclusive language, exclusive language, qualifying adjectives, archetype, consonance, anastrophe
Schedule— Bellringer, pair/share, review, narrative essay outline--finish (college applications)
Homework—Animal Shelter Supply Drive
Monday, May 6th
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
Diction, syntax, connotation, colloquialism, alliteration, anaphora, allusion, antithesis
Schedule— Bellringer, pair/share, review, narrative essay outline (college applications)
Homework--Animal Shelter Supply Drive
Bellringer—A. Final Exam Review—explain each of the following terms in your own words:
Diction, syntax, connotation, colloquialism, alliteration, anaphora, allusion, antithesis
Schedule— Bellringer, pair/share, review, narrative essay outline (college applications)
Homework--Animal Shelter Supply Drive
Friday, May 3rd
Sub. Answer the following questions here (click) about your independent reading book this quarter. Answer the questions on separate paper and turn in to the sub.
Homework--Animal Shelter Supply Drive
Sub. Answer the following questions here (click) about your independent reading book this quarter. Answer the questions on separate paper and turn in to the sub.
Homework--Animal Shelter Supply Drive
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
independent_reading_log.doc |
Thursday, May 2nd
Bellringer—A. Review—explain each of the following terms in your own words:
didactic language, juxtaposition, epiphany, epistrophe, zeugma, assonance, synecdoche, syllogism
Schedule— Bellringer, pair/share, review, review/rehearse for symposium
Homework—Animal Shelter Supply Drive
Bellringer—A. Review—explain each of the following terms in your own words:
didactic language, juxtaposition, epiphany, epistrophe, zeugma, assonance, synecdoche, syllogism
Schedule— Bellringer, pair/share, review, review/rehearse for symposium
Homework—Animal Shelter Supply Drive
Wednesday, May 1st
Bellringer—A. Review—explain each of the following terms in your own words:
synesthesia, chiasmus, enjambment, shift, caesura, iambic pentameter, appositive, antanagoge, apostrophe, extended metaphor/conceit
B. To which college essay prompt will you be responding? Why did you pick this one? What lesson learned will your story/experience/background demonstrate?
Schedule— Bellringer, pair/share, review (A), Dos and Don’ts in Writing College Application Essays (notes—finish)
Homework--Animal Shelter Supply Drive
Bellringer—A. Review—explain each of the following terms in your own words:
synesthesia, chiasmus, enjambment, shift, caesura, iambic pentameter, appositive, antanagoge, apostrophe, extended metaphor/conceit
B. To which college essay prompt will you be responding? Why did you pick this one? What lesson learned will your story/experience/background demonstrate?
Schedule— Bellringer, pair/share, review (A), Dos and Don’ts in Writing College Application Essays (notes—finish)
Homework--Animal Shelter Supply Drive
Tuesday, April 30th
Bellringer—A. Using your college essay prompts you found the last couple of days, compare/contrast your brainstorming exercises from Friday (idea bank of 7 items). What ideas match and could be revised to fit? Explain.
B. Which idea from your idea bank (7 writing exercises) is most viable? Which one do you feel like you could write about in an actual essay?
Schedule— Bellringer/homework check (college prompts), pair/share, Dos and Don’ts in Writing College Application Essays (notes)--Absent? See a classmate for notes so far
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; select which prompt you will respond to from one of your top 3 colleges
Bellringer—A. Using your college essay prompts you found the last couple of days, compare/contrast your brainstorming exercises from Friday (idea bank of 7 items). What ideas match and could be revised to fit? Explain.
B. Which idea from your idea bank (7 writing exercises) is most viable? Which one do you feel like you could write about in an actual essay?
Schedule— Bellringer/homework check (college prompts), pair/share, Dos and Don’ts in Writing College Application Essays (notes)--Absent? See a classmate for notes so far
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; select which prompt you will respond to from one of your top 3 colleges
Friday, April 26th
Bellringer—A. Using your phone, find your top three universities’ mission statements, and record them (all schools have mission statements!).
B. What would be your personal mission statement? How does it align with the universities you are interested in attending? What evidence could you provide that would demonstrate that you are the “ideal student” for each?
Schedule— Bellringer, pair/share, brainstorming--personal writing exercises
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; independent reading novel #4, bring college app essay prompts from your three universities (print or write out)
Bellringer—A. Using your phone, find your top three universities’ mission statements, and record them (all schools have mission statements!).
B. What would be your personal mission statement? How does it align with the universities you are interested in attending? What evidence could you provide that would demonstrate that you are the “ideal student” for each?
Schedule— Bellringer, pair/share, brainstorming--personal writing exercises
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; independent reading novel #4, bring college app essay prompts from your three universities (print or write out)
Thursday, April 25th
Bellringer—A. Create a TEXAS for what you believe is the theme/implicit meaning of the sonnet you selected last night. You should have at least one quote from the poem as part of your response (X).
B. Select one connotative word choice from the poem. Then, address the following:
1. What word could Shakespeare have used instead of this word?
2. What emotional associations does this particular word hold?
3. How does this word contribute to the tone of the speaker?
4. How does this word contribute to the implicit meaning of the poem?
Schedule— Bellringer/homework check (sonnet), pair/share, homework collection (room description), insult competition (finish)
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; independent reading novel #4
Bellringer—A. Create a TEXAS for what you believe is the theme/implicit meaning of the sonnet you selected last night. You should have at least one quote from the poem as part of your response (X).
B. Select one connotative word choice from the poem. Then, address the following:
1. What word could Shakespeare have used instead of this word?
2. What emotional associations does this particular word hold?
3. How does this word contribute to the tone of the speaker?
4. How does this word contribute to the implicit meaning of the poem?
Schedule— Bellringer/homework check (sonnet), pair/share, homework collection (room description), insult competition (finish)
Homework—EXTRA CREDIT OPPORTUNITIES: Animal Shelter Supply Drive; independent reading novel #4
Tuesday, April 23rd
Bellringer—A. Using your TPCASTT notes, create a TEXAS that demonstrates the implicit meaning/theme of the poem you selected. Include a TAG and universal theme statement for the T in TEXAS. Poem titles are in quotes!
B. “Show, don’t tell” is the writer’s mantra/motto. In fact, it is often considered the most important rule for writers. Readers should “see” the story unfold as opposed to “hear” it. “Show, don't tell” is a technique used to allow the reader to experience the story through action, words, thoughts, senses, and feelings rather than through the author's exposition or summarization. Turn the following “tell” into a “show:”
Aunt Elsa was happy to see me.
Schedule— Bellringer/homework poem check, pair/share, homework collection (“Fear” handouts), descriptive writing practice—writing samples 1 and 2 (handout), and application following Steinbeck model (handout)
Homework—independent reading novel #4; application of a Steinbeck passage (handout)
Bellringer—A. Using your TPCASTT notes, create a TEXAS that demonstrates the implicit meaning/theme of the poem you selected. Include a TAG and universal theme statement for the T in TEXAS. Poem titles are in quotes!
B. “Show, don’t tell” is the writer’s mantra/motto. In fact, it is often considered the most important rule for writers. Readers should “see” the story unfold as opposed to “hear” it. “Show, don't tell” is a technique used to allow the reader to experience the story through action, words, thoughts, senses, and feelings rather than through the author's exposition or summarization. Turn the following “tell” into a “show:”
Aunt Elsa was happy to see me.
Schedule— Bellringer/homework poem check, pair/share, homework collection (“Fear” handouts), descriptive writing practice—writing samples 1 and 2 (handout), and application following Steinbeck model (handout)
Homework—independent reading novel #4; application of a Steinbeck passage (handout)
Monday, April 22nd
Bellringer—Option A1. Choose three connotative words from “Fear.” Analyze the connotation for each. What other words could the author have used? What emotional associations do these specific words have? Explain with specific references to the text.
Option A2—Spanish speakers—compare and contrast the diction in the original Spanish version to the translated English version. What differences do you notice? What connotations are lost? Explain in a detailed response with specific textual details.
Schedule— Bellringer/independent reading, pair/share, discussion, “Fear” by Chilean poet Gabriela Mistral graded discussion
Homework—independent reading novel #4; finish “Fear” questions and TPCASTT, select your own poem about fears OR family relationships—TPCASTT in your notebook
Bellringer—Option A1. Choose three connotative words from “Fear.” Analyze the connotation for each. What other words could the author have used? What emotional associations do these specific words have? Explain with specific references to the text.
Option A2—Spanish speakers—compare and contrast the diction in the original Spanish version to the translated English version. What differences do you notice? What connotations are lost? Explain in a detailed response with specific textual details.
Schedule— Bellringer/independent reading, pair/share, discussion, “Fear” by Chilean poet Gabriela Mistral graded discussion
Homework—independent reading novel #4; finish “Fear” questions and TPCASTT, select your own poem about fears OR family relationships—TPCASTT in your notebook
Thursday, April 18th
Bellringer--A. Open response—Parents, understandably, fear losing a child as the result of a crime or an accident, but why might they fear losing a child through good fortune, success, or the natural cycle of growing up and leaving home?
B. In poetry, a refrain is a repeated word, phrase, line, or group of lines. Although they usually occur at the end of a line or stanza, refrains can appear elsewhere. Its effect depends on authorial intent (the author’s purpose/intentions). What possible effects might an author intentionally create using a refrain?
As usual, you should be reading your independent reading book if you finish early.
Schedule— Bellringer/independent reading, pair/share, “Fear” by Chilean poet Gabriela Mistral (handout), TPCASTT (handout), “Fear” Questions with a quote for each (handout),
Homework—independent reading novel #4
Bellringer--A. Open response—Parents, understandably, fear losing a child as the result of a crime or an accident, but why might they fear losing a child through good fortune, success, or the natural cycle of growing up and leaving home?
B. In poetry, a refrain is a repeated word, phrase, line, or group of lines. Although they usually occur at the end of a line or stanza, refrains can appear elsewhere. Its effect depends on authorial intent (the author’s purpose/intentions). What possible effects might an author intentionally create using a refrain?
As usual, you should be reading your independent reading book if you finish early.
Schedule— Bellringer/independent reading, pair/share, “Fear” by Chilean poet Gabriela Mistral (handout), TPCASTT (handout), “Fear” Questions with a quote for each (handout),
Homework—independent reading novel #4
Wednesday, April 17th
Bellringer--A. When the bachelor calls Bertha “horribly good,” the children are shocked and delighted. Find other key loaded words that reveal the writer’s tone toward the aunt, the bachelor, and their stories. What do you think Saki’s purpose was in writing this story?
Schedule—Bellringer, pair/share, discussion, “The Storyteller” short story by Saki—partner TEXAS theme
Homework—independent reading novel #4
AKPMSA.WEEBLY.COM
Bellringer--A. When the bachelor calls Bertha “horribly good,” the children are shocked and delighted. Find other key loaded words that reveal the writer’s tone toward the aunt, the bachelor, and their stories. What do you think Saki’s purpose was in writing this story?
Schedule—Bellringer, pair/share, discussion, “The Storyteller” short story by Saki—partner TEXAS theme
Homework—independent reading novel #4
AKPMSA.WEEBLY.COM
Tuesday, April 16th
Bellringer--A. What do you expect from a children’s story—a happy ending, a strong moral, surprising reversals? Think back to your favorite stories and books from when you were very young, and explain why you believe they captured your interest. What are the characteristics of a good story?
B. Review—Explain each of the following in your own words and give a specific example for each from something you’ve read in class this school year:
1. frame story
2. satire
3. omniscient point of view
Schedule—Bellringer, pair/share, discussion, “The Storyteller” short story by Saki
Homework—annotations per paragraph for “The Storyteller”
AKPMSA.WEEBLY.COM
Bellringer--A. What do you expect from a children’s story—a happy ending, a strong moral, surprising reversals? Think back to your favorite stories and books from when you were very young, and explain why you believe they captured your interest. What are the characteristics of a good story?
B. Review—Explain each of the following in your own words and give a specific example for each from something you’ve read in class this school year:
1. frame story
2. satire
3. omniscient point of view
Schedule—Bellringer, pair/share, discussion, “The Storyteller” short story by Saki
Homework—annotations per paragraph for “The Storyteller”
AKPMSA.WEEBLY.COM
Friday, March 29th
Schedule-- Othello Page to Stage project scene workshop and memorization check (grade)
Homework--Page to Stage project due Thursday after break, sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
Thursday, March 28th
Bellringer--A. Imagine a student transferred to PMSA today from a country where there is no SAT, and this student asks you what she needs to do to be successful on the exam. What can she work on over spring break? What should she do the day of and during the test? Discuss what advice you would give her for each of the following areas:
B. What happens right before your scene in Othello? What events lead to your setting? What is the context? Where are the characters physically located?
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop—memorization check-in
Homework--Sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
AKPMSA.WEEBLY.COM
Schedule-- Othello Page to Stage project scene workshop and memorization check (grade)
Homework--Page to Stage project due Thursday after break, sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
Thursday, March 28th
Bellringer--A. Imagine a student transferred to PMSA today from a country where there is no SAT, and this student asks you what she needs to do to be successful on the exam. What can she work on over spring break? What should she do the day of and during the test? Discuss what advice you would give her for each of the following areas:
- The Essay
- The Reading Section
- The Grammar (“Writing and Language”) Section
B. What happens right before your scene in Othello? What events lead to your setting? What is the context? Where are the characters physically located?
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop—memorization check-in
Homework--Sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
AKPMSA.WEEBLY.COM
Wednesday, March 27th
Bellringer—Using the article you selected in the LRC, create a TEXAS summary (T=main idea of the article).
B. How does your article connect to your scene? Explain using at least one quote from your scene.
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop
Homework--Page to Stage project—memorization due tomorrow; sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
Bellringer—Using the article you selected in the LRC, create a TEXAS summary (T=main idea of the article).
B. How does your article connect to your scene? Explain using at least one quote from your scene.
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop
Homework--Page to Stage project—memorization due tomorrow; sample rhetorical analysis essays for annotation (what does each student do well? What should each student improve?) due Monday when we return from spring break
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
othello_page_to_stage_scoresheet.docx |
Tuesday, March 26th
- LRC workshop (critical essay on Othello--annotated, sent to Google Drive, and shared with Mrs. Kane)
- Collected revised portfolio essays
- Page to Stage project—memorization due Thursday
Monday, March 25th
Bellringer-- A. Using the scene you selected for the Page to Stage project, discuss the emotion of your character in a TEXAS. Provide one of your lines to support your response.
B. How will you project that emotion? What body language will you use? List key phrases and words from your 10 lines. Next to those words, write down a specific gesture, facial expression, or movement you will use for each.
C. Using your SAT grammar guide, correct the following sentence. Then, explain which rule the error violates:
Along the path, each of the trees loaded with acorns are a haven for the chipmunks.
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop—scene sign-up; line practice, HW intro (best essay revised)
Homework Meet in the LRC tomorrow, best essay revised (typed or hand-written) due tomorrow, Page to Stage project—memorization due Thursday
Bellringer-- A. Using the scene you selected for the Page to Stage project, discuss the emotion of your character in a TEXAS. Provide one of your lines to support your response.
B. How will you project that emotion? What body language will you use? List key phrases and words from your 10 lines. Next to those words, write down a specific gesture, facial expression, or movement you will use for each.
C. Using your SAT grammar guide, correct the following sentence. Then, explain which rule the error violates:
Along the path, each of the trees loaded with acorns are a haven for the chipmunks.
Schedule--Bellringer, pair/share, discussion, Othello Page to Stage project rubric and scene workshop—scene sign-up; line practice, HW intro (best essay revised)
Homework Meet in the LRC tomorrow, best essay revised (typed or hand-written) due tomorrow, Page to Stage project—memorization due Thursday
Wednesday, March 20th
Bellringer--Using your group’s theme and the quote you are contributing, create a TEXAS response analyzing the connection. In your “T,” include a TAG (Title, Author, Genre).
Example—In Shakespeare’s play Othello, one of the most prominent themes is _________________.
Schedule--Bellringer/SAT homework collection, pair/share and review, discussion, Othello theme sharing groups (presenting), Page to Stage project introduction/overview
Homework Page to Stage project—scene selection (consider solo vs. group, filmed vs. live, as well)
Bellringer--Using your group’s theme and the quote you are contributing, create a TEXAS response analyzing the connection. In your “T,” include a TAG (Title, Author, Genre).
Example—In Shakespeare’s play Othello, one of the most prominent themes is _________________.
Schedule--Bellringer/SAT homework collection, pair/share and review, discussion, Othello theme sharing groups (presenting), Page to Stage project introduction/overview
Homework Page to Stage project—scene selection (consider solo vs. group, filmed vs. live, as well)
Tuesday, March 19th
Bellringer--A. A motif is any element that recurs in one or more works of literature or art. One recurring motif in Othello is the imagery of hell, demons, and monsters. What examples can you find of this motif in Act V? In the Christian morality plays of the Middle Ages, the protagonist was often tempted to his damnation by an evil villain called Vice. How does this compare with the plot of Othello? Respond in a TEXAS and defend your assertion with at least one quote from the text.
B. Using our SAT Grammar Guide, correct the following sentence. Then, explain the rule that is violated:
“By design, the college application system favored the same kind of wealthy students who almost exclusively populated elite colleges for hundreds of years, they benefited from legacy status, athletic recruiting, family donations, and many other advantages.”
Schedule--Bellringer/SAT homework collection, pair/share and review, discussion, Othello theme sharing groups workshop (finish—include explanation/connection from quote to theme)
Homework--Othello theme presentations tomorrow
Bellringer--A. A motif is any element that recurs in one or more works of literature or art. One recurring motif in Othello is the imagery of hell, demons, and monsters. What examples can you find of this motif in Act V? In the Christian morality plays of the Middle Ages, the protagonist was often tempted to his damnation by an evil villain called Vice. How does this compare with the plot of Othello? Respond in a TEXAS and defend your assertion with at least one quote from the text.
B. Using our SAT Grammar Guide, correct the following sentence. Then, explain the rule that is violated:
“By design, the college application system favored the same kind of wealthy students who almost exclusively populated elite colleges for hundreds of years, they benefited from legacy status, athletic recruiting, family donations, and many other advantages.”
Schedule--Bellringer/SAT homework collection, pair/share and review, discussion, Othello theme sharing groups workshop (finish—include explanation/connection from quote to theme)
Homework--Othello theme presentations tomorrow
Monday, March 18th
Bellringer--In Act V, Othello completes his “trial” of Desdemona and carries out the death penalty on her. What evidence is there that Othello thinks he is committing a just act? Why does he call himself an “honorable murderer?” Could such an act ever be justified? Does justice triumph at the end of this play? Why or why not? Respond in a TEXAS and defend your assertion with at least one quote from the text.
B. Think back to the topic you were assigned for mini-research before we began reading the play (race issues, women and marriage, and geography). Turn your topic into a theme statement by considering what Shakespeare is saying about this topic. What is his position/message/argument?
Schedule--Bellringer/homework collection, pair/share and review, discussion, and theme search party groups
Homework Othello—theme preparation
Bellringer--In Act V, Othello completes his “trial” of Desdemona and carries out the death penalty on her. What evidence is there that Othello thinks he is committing a just act? Why does he call himself an “honorable murderer?” Could such an act ever be justified? Does justice triumph at the end of this play? Why or why not? Respond in a TEXAS and defend your assertion with at least one quote from the text.
B. Think back to the topic you were assigned for mini-research before we began reading the play (race issues, women and marriage, and geography). Turn your topic into a theme statement by considering what Shakespeare is saying about this topic. What is his position/message/argument?
Schedule--Bellringer/homework collection, pair/share and review, discussion, and theme search party groups
Homework Othello—theme preparation
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
theme_checklist.docx |
Monday, March 11th
Finish Act V (Globe Theatre Performance)
Collect SAT corrections from Friday
Notebooks returned
HW: Finish Act V
Finish Act V (Globe Theatre Performance)
Collect SAT corrections from Friday
Notebooks returned
HW: Finish Act V
Thursday, March 7th
Bellringer--A foil is a character whose attributes contrast with and therefore make more obvious the attributes of another character. How does Emilia act as a foil for Desdemona in Act IV, Scene iii? In other words, what do we learn about Desdemona by seeing how she is different than Emilia? Respond in a TEXAS with at least one quote.
B. Recap/Review Quickwrite: Whom do Iago and Roderigo attack at the beginning of Act V, Scene i? What is the outcome of the attack? What reasons does Iago have for wanting both Roderigo and Cassio dead?
Schedule--Bellringer, pair/share and review, Othello Act V
Homework Othello—Act V, Scene ii through page 203 (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Bellringer--A foil is a character whose attributes contrast with and therefore make more obvious the attributes of another character. How does Emilia act as a foil for Desdemona in Act IV, Scene iii? In other words, what do we learn about Desdemona by seeing how she is different than Emilia? Respond in a TEXAS with at least one quote.
B. Recap/Review Quickwrite: Whom do Iago and Roderigo attack at the beginning of Act V, Scene i? What is the outcome of the attack? What reasons does Iago have for wanting both Roderigo and Cassio dead?
Schedule--Bellringer, pair/share and review, Othello Act V
Homework Othello—Act V, Scene ii through page 203 (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Wednesday, March 6th
Bellringer--A. Foreshadowing is the act of presenting details that hint at
events to occur later in the story. Discuss Shakespeare’s use of foreshadowing in “The Willow Song” in a TEXAXAS. Pull a quote from the original lyrics (handout) as well as one quote from the version in the play. Compare and contrast for at least part of your analysis.
Schedule--Bellringer, pair/share and review, “The Willow Song” clip,
Act IV Graded Discussion, collect Act IV
Homework Othello—Act V, Scene i (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Bellringer--A. Foreshadowing is the act of presenting details that hint at
events to occur later in the story. Discuss Shakespeare’s use of foreshadowing in “The Willow Song” in a TEXAXAS. Pull a quote from the original lyrics (handout) as well as one quote from the version in the play. Compare and contrast for at least part of your analysis.
Schedule--Bellringer, pair/share and review, “The Willow Song” clip,
Act IV Graded Discussion, collect Act IV
Homework Othello—Act V, Scene i (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Tuesday, March 5th
Bellringer--The falling action of a plot is all of the events
that happen as a result of the crisis. Ever since the turning point in Act III, in which Othello was won over by Iago’s lies, the action of the play has been falling to its inevitable tragic conclusion. Summarize the falling action in Act IV. Are things turning out the way Iago planned? Why? Provide at least one quote in your response.
Schedule--Bellringer, collect corrections, pair/share and review,
Othello Act IV, "The Willow Song" handout/introduction
Homework-- Othello—finish Act IV (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Bellringer--The falling action of a plot is all of the events
that happen as a result of the crisis. Ever since the turning point in Act III, in which Othello was won over by Iago’s lies, the action of the play has been falling to its inevitable tragic conclusion. Summarize the falling action in Act IV. Are things turning out the way Iago planned? Why? Provide at least one quote in your response.
Schedule--Bellringer, collect corrections, pair/share and review,
Othello Act IV, "The Willow Song" handout/introduction
Homework-- Othello—finish Act IV (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
othello_willow_song_shakespeares_saddest_song.docx |
Friday, March 1st
SAT Multiple Choice Practice--Reading and Grammar
SAT Multiple Choice Practice--Reading and Grammar
Thursday, February 28th
Timed Essay--"In Order to Feed the World"
Timed Essay--"In Order to Feed the World"
Wednesday, February 27th
Bellringer--A. What is the significance of the handkerchief (“napkin”) in Act III? Explain in a TEXAXAS with at least two quotes. Make sure your “A”s are analysis (see options on the board).
Schedule --Bellringer, pair/share and review, Othello Act III wrap-up and Act IV introduction
Homework-- Othello—Act IV Scenes i and ii (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Bellringer--A. What is the significance of the handkerchief (“napkin”) in Act III? Explain in a TEXAXAS with at least two quotes. Make sure your “A”s are analysis (see options on the board).
Schedule --Bellringer, pair/share and review, Othello Act III wrap-up and Act IV introduction
Homework-- Othello—Act IV Scenes i and ii (original annotation on the left; answer all questions on the right), continue independent reading (quarter 3 book)
Tuesday, February 26th
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
A scientist’s career currently depends on publishing as many papers as possible in the most prestigious possible journals. More then any other metric, that’s what gets them esteem, grants, and jobs.
Schedule --Bellringer, pair/share and review, assess Test VII, Othello Act III continued
Homework-- Othello—finish Act III (original annotation on the left; answer all questions on the right), independent reading (quarter 3 book)
Bellringer--A. Correct the following sentence AND identify which SAT Grammar Guide rule it violates:
A scientist’s career currently depends on publishing as many papers as possible in the most prestigious possible journals. More then any other metric, that’s what gets them esteem, grants, and jobs.
Schedule --Bellringer, pair/share and review, assess Test VII, Othello Act III continued
Homework-- Othello—finish Act III (original annotation on the left; answer all questions on the right), independent reading (quarter 3 book)
Friday, February 22nd
SAT Multiple Choice Practice: Reading, Grammar
Homework—Study for Terms Test VII, SAT corrections
SAT Multiple Choice Practice: Reading, Grammar
Homework—Study for Terms Test VII, SAT corrections
Thursday, February 21st
Bellringer—A. The dramatic irony builds throughout act III as Iago
continues to gain the trust and esteem of others even while the effects of his poison are being seen. What examples can you find of Iago being called “honest”? Who is being called “dishonest”? What irony can you find in Iago’s line “Men should be what they seem” (Act III, Scene iii, line 126)?
B. Writers sometimes insert into a serious work of fiction or drama a humorous scene that is said to provide comic relief because it relieves the emotional intensity felt by the audience. A pun is a play on words, one that wittily exploits a double meaning. What character is introduced in Act III to provide comic relief? What puns does this character employ? Use specific lines from the play and explain.
Schedule —Bellringer, pair/share and discuss, Termapalooza
Homework for Monday—Study for Terms Test VII, (corrections also due on Monday for tomorrow’s practice SAT passages)
Bellringer—A. The dramatic irony builds throughout act III as Iago
continues to gain the trust and esteem of others even while the effects of his poison are being seen. What examples can you find of Iago being called “honest”? Who is being called “dishonest”? What irony can you find in Iago’s line “Men should be what they seem” (Act III, Scene iii, line 126)?
B. Writers sometimes insert into a serious work of fiction or drama a humorous scene that is said to provide comic relief because it relieves the emotional intensity felt by the audience. A pun is a play on words, one that wittily exploits a double meaning. What character is introduced in Act III to provide comic relief? What puns does this character employ? Use specific lines from the play and explain.
Schedule —Bellringer, pair/share and discuss, Termapalooza
Homework for Monday—Study for Terms Test VII, (corrections also due on Monday for tomorrow’s practice SAT passages)
Wednesday, February 20th
(no bellringer)
Schedule-- Othello Act III introduction; collect homework (notecards)
Homework-- Othello Act III from the beginning (pg 89) to Iago’s exit on page 107. Original annotations on left side; answer all questions on right side.
(no bellringer)
Schedule-- Othello Act III introduction; collect homework (notecards)
Homework-- Othello Act III from the beginning (pg 89) to Iago’s exit on page 107. Original annotations on left side; answer all questions on right side.
Friday, February 15th
Bellringer—A. Using your Act II script, evaluate Iago’s view of women, and of Desdemona in particular. How does Iago’s attitude toward Desdemona compare to the way Cassio regards her? Does either man have a realistic view of women? Respond in a TEXAXAS with at least two direct quotes from the play.
B. Using the excerpt below, identify the most applicable term from Set VII in Student B’s response. Explain: § Student A’s Position: Teens should be taught about contraception methods so they can practice safe sex should they choose to have intercourse.
§ Student B’s response: Proponents of sex education want to give kids license to have sex with no consequences.
Schedule (Early Release)—Bellringer/collect Othello Act II, pair/share and discuss, homework kickstart
Homework for Wednesday —independent reading novel passage notecard with detailed analysis on the back (both sides should be filled)
Bellringer—A. Using your Act II script, evaluate Iago’s view of women, and of Desdemona in particular. How does Iago’s attitude toward Desdemona compare to the way Cassio regards her? Does either man have a realistic view of women? Respond in a TEXAXAS with at least two direct quotes from the play.
B. Using the excerpt below, identify the most applicable term from Set VII in Student B’s response. Explain: § Student A’s Position: Teens should be taught about contraception methods so they can practice safe sex should they choose to have intercourse.
§ Student B’s response: Proponents of sex education want to give kids license to have sex with no consequences.
Schedule (Early Release)—Bellringer/collect Othello Act II, pair/share and discuss, homework kickstart
Homework for Wednesday —independent reading novel passage notecard with detailed analysis on the back (both sides should be filled)
Thursday, February 14th
Bellringer—A. In Act II, Scene i, Iago delivers several asides and two major soliloquies to the audience. What does he reveal in these asides and soliloquies? How do Iago’s asides and soliloquies contribute to the dramatic irony in Act II? Why do you suppose Shakespeare chose to make Iago’s intentions so clear to the audience?
B. Using the excerpt below, identify the most applicable term from Set VII. Explain: A doctor tells her patient that she needs to lose weight, and the patient thinks: “If my doctor really believed that, she wouldn’t be overweight herself.”
Schedule—Bellringer/collect corrections, pair/share and discuss, Othello Act II
Homework --Othello Act II, Scene iii (finish Act II): original annotation on the left for each page and answer all questions on the right
Bellringer—A. In Act II, Scene i, Iago delivers several asides and two major soliloquies to the audience. What does he reveal in these asides and soliloquies? How do Iago’s asides and soliloquies contribute to the dramatic irony in Act II? Why do you suppose Shakespeare chose to make Iago’s intentions so clear to the audience?
B. Using the excerpt below, identify the most applicable term from Set VII. Explain: A doctor tells her patient that she needs to lose weight, and the patient thinks: “If my doctor really believed that, she wouldn’t be overweight herself.”
Schedule—Bellringer/collect corrections, pair/share and discuss, Othello Act II
Homework --Othello Act II, Scene iii (finish Act II): original annotation on the left for each page and answer all questions on the right
Wednesday, February 13th
SAT Multiple Choice practice; HW-corrections (note and quote for the correct answer on numbers missed), continued homework from yesterday (Act II, Scenes i and ii
SAT Multiple Choice practice; HW-corrections (note and quote for the correct answer on numbers missed), continued homework from yesterday (Act II, Scenes i and ii
Tuesday, February 12th
Bellringer—A. What do you learn about Othello through his words and actions in Act I? What does he say about himself? What do others say about him? Respond in a TEXAXAS
(with at least one quote that he says about himself and at least one quote about him that is spoken by someone else. Your “T” should be your overall characterization/impression of him and his actions).
B. Using the excerpt below, identify the most applicable term from Set VII. Explain:CASSIUS:
“I did mark how he did shake … tis true this god did shake … His coward lips did from their color fly …”
—From Julius Caesar by William Shakespeare
Schedule—Bellringer/collect Othello prereading guide, pair/share and discuss, Othello Act I wrap-up, collect Act I, preview Act II,
Homework --Othello Act II, Scenes i and ii: original annotation on the left for each page and answer all questions on the right
Bellringer—A. What do you learn about Othello through his words and actions in Act I? What does he say about himself? What do others say about him? Respond in a TEXAXAS
(with at least one quote that he says about himself and at least one quote about him that is spoken by someone else. Your “T” should be your overall characterization/impression of him and his actions).
B. Using the excerpt below, identify the most applicable term from Set VII. Explain:CASSIUS:
“I did mark how he did shake … tis true this god did shake … His coward lips did from their color fly …”
—From Julius Caesar by William Shakespeare
Schedule—Bellringer/collect Othello prereading guide, pair/share and discuss, Othello Act I wrap-up, collect Act I, preview Act II,
Homework --Othello Act II, Scenes i and ii: original annotation on the left for each page and answer all questions on the right
Monday, February 11th
Bellringer—A. Grab your essay folder. Reflect on your most recent essay (“Slow down”). What went well? What will you improve next time? Pull specific details from your essay.
B. Using your Othello script, expand one of your annotations into a TEXAS (setup help: T=your annotation and X=original text).
Schedule—Bellringer/HW check, pair/share and discuss, Othello Act I
Homework --Othello finish Act I: original annotation on the left for each page and answer all questions on the right
Bellringer—A. Grab your essay folder. Reflect on your most recent essay (“Slow down”). What went well? What will you improve next time? Pull specific details from your essay.
B. Using your Othello script, expand one of your annotations into a TEXAS (setup help: T=your annotation and X=original text).
Schedule—Bellringer/HW check, pair/share and discuss, Othello Act I
Homework --Othello finish Act I: original annotation on the left for each page and answer all questions on the right
Friday, February 8th
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using your Othello prereading guide, expand one of your connections into a TEXAS (setup help: the “T” should be your connection and the X should be a quote from the left side).
Schedule—Bellringer/HW check, pair/share and discuss, Othello introduction and Act I, Scene I
Homework --Othello Act I, Scenes I & II: original annotation on the left for each page and answer all questions on the right for Monday
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable device for the excerpt below. Explain.
"Goethe's final words: 'More light.' Ever since we crawled out of that primordial slime, that's been our unifying cry: 'More light.' Sunlight. Torchlight. Candlelight. Neon. Incandescent. Lights that banish the darkness from our caves, to illuminate our roads, the insides of our refrigerators. Big floods for the night games at Soldier's field. Little tiny flashlights for those books we read under the covers when we're supposed to be asleep. Light is more than watts and footcandles. Light is metaphor.
—From Northern Exposure by Chris Stevens
B. Using your Othello prereading guide, expand one of your connections into a TEXAS (setup help: the “T” should be your connection and the X should be a quote from the left side).
Schedule—Bellringer/HW check, pair/share and discuss, Othello introduction and Act I, Scene I
Homework --Othello Act I, Scenes I & II: original annotation on the left for each page and answer all questions on the right for Monday
Thursday, February 7th
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable device for each example below. Explain. Identify previous terms as applicable.
“I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.”
—From Our Mutual Friend by Charles Dickens
B. Using your SAT Grammar Guide, identify the grammar rule that is violated in the sentence below (explain and record the number). Then revise the sentence to correct the error.
Since she was a devoted mother, her entire attention focused at the needs of her children.
Schedule—Bellringer/HW check, pair/share and discuss, logical fallacies sharing, Othello performance preview (videos below)
Homework --Othello prereading (handout) with notes column (see file below)
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable device for each example below. Explain. Identify previous terms as applicable.
“I hate to be poor, and we are degradingly poor, offensively poor, miserably poor, beastly poor.”
—From Our Mutual Friend by Charles Dickens
B. Using your SAT Grammar Guide, identify the grammar rule that is violated in the sentence below (explain and record the number). Then revise the sentence to correct the error.
Since she was a devoted mother, her entire attention focused at the needs of her children.
Schedule—Bellringer/HW check, pair/share and discuss, logical fallacies sharing, Othello performance preview (videos below)
Homework --Othello prereading (handout) with notes column (see file below)
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
othello_prereading_with_student_note_column.docx |
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Wednesday, February 6th
Rhetorical Analysis Essay: "Slow Down"
Rhetorical Analysis Essay: "Slow Down"
Tuesday, February 5th
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable logical fallacy for each example below. Explain why each fits the fallacy you selected.
Schedule—Bellringer, pair/share and discuss, graded rhetorical analysis discussion using Q3 independent reading book (split groups)
Homework —Logical fallacy example (bring in actual example—advertisement, article)
Bellringer—A. Using your newest terms chart, identify and analyze the most applicable logical fallacy for each example below. Explain why each fits the fallacy you selected.
- Useless sports like tennis and swimming should be cut from Proviso’s extracurricular offerings. To demonstrate why tennis and swimming should be eliminated, I will now present why we should not spend money on useless sports and activities.
- Nine out of ten students agree that the coursework at PMSA is too challenging. We should consider decreasing the difficulty of the assignments.
- If you keep going out past your curfew and being disrespectful toward your parents, you will end up in jail or on drugs.
Schedule—Bellringer, pair/share and discuss, graded rhetorical analysis discussion using Q3 independent reading book (split groups)
Homework —Logical fallacy example (bring in actual example—advertisement, article)