English I-P Past Weeks

Week of 1-3-22 through 1-7-22

Speak text (click here for PDF)

Monday:

Students will take notes on archetypes.  We will briefly discuss the concept of archetypes and practice deciphering them.  We will also discuss Cornell Notes and note taking for Speak.  Students will pick up the book tomorrow and begin reading and taking notes on archetypal and contextual symbolism.  We will read one article about archetypal symbolism, and students will find their own article by Friday.  

Homework: Students will begin looking for their archetype article.

Tuesday:

Students will return TKAM and pick up Speak.  We will read the first three pages and take Cornell Notes on archetypal and contextual symbolism.   

Homework: Students will read pages 3-12 in Speak and come in with three added Cornell notes--quote and analysis.

Wednesday:

Students will analyze quotes from Speak, from last night's reading and some from their homework. The students will work with the quotes from this PowerPoint (click here).

Students will discuss teen stress and depression through a New York Times article (click here for article) and relate this to the main character in Speak.  Additionally, we will discuss how some of the students have witnessed the details in the article themselves.

Homework:  Students will read pages 13-26 and note three more Cornell Notes--quote and analysis.

Thursday:

Students will deconstruct a few quotes from Speak that are key to the main character's, Melinda, struggle.  We will read a little more from NYT piece.  Students will pick a key quote from the NYT's article that they think has value to our topic.

Homework: Students will bring in their archetype article to class--either a physical copy or digital.  Students should read pages 25-37 and note three more Cornell Notes--quote and analysis. 

Friday:

Students will read through and share key details from their article with a partner at their table.  Students will then spend 10 minutes typing up a summary of the detail in the article, which they will upload to turnitin.com.   

Homework: Students will read pages 37-88.  Students will note six key quotes in their Cornell Notes which they will analyze for their significance.  

Week of 1-10-22 through 1-14-22

Speak text (click here for PDF)

Monday:

If we are given library time, we will head to the library to pick up an Independent Reading book. We will do the following if time remains: (We will go over any issues with the archetypal article summaries. Students will discuss key quotes from their reading and their thoughts on what is happening to Melinda.  Students will share which symbols stand out from their reading.)

Homework: Students will read pages 89-111 in Speak. Only focus on archetypal and contextual symbols for the Cornell Notes.

Tuesday:

SSR. We will go over key quotes from last night's reading. Students will finish looking at an article from last week related to teen anxiety.  We will then read and discuss an article (click here) that addresses teen depression.  We will connect these details to our character Melinda from Speak.   

Homework: Students will read pages 112-137 in Speak.  Note key quotes for analysis.

Wednesday:

SSR. Students will discuss the events of the end of Summer Party.  We will focus on fact vs. speculation and analysis. We want to eliminate subjectivity and act as reporters for this event.  Students will complete a Headline Reading Response for what happened on this evening.   

Homework:  Students will work on the Headline Reading Response--due on Friday--print a copy for class and upload the digitial to turnitin.com.

Thursday:

SSR. Students will work a little on the Headline Reading Response.  We will start reading the fourth quarter section of Speak.

Homework:   Students should read pages 141-168 and note three more Cornell Notes--quote and analysis. 

Friday:

Students will complete their quote analysis and will begin to form ideas about what the author, Laurie Halse Anderson, is trying to convey to her audience through the novel, Speak.   

Homework: Students will finish reading remaining pages in Speak.  Students will finish with six key quotes in their Cornell Notes which they will analyze for their significance.  

Week of 1-23-22 through 1-27-22

Speak text (click here for PDF)

Monday:

SSR.  Students will work on the next leg of their Speak essay.  Students will continue to flesh out their essay, from the introduction through all four body paragraphs.  We will look at sample essays for conclusion.

Homework: Students will the next two body paragraphs.

Tuesday:

SSR. Students will continue work on the Speak essay, fleshing out two more body paragraphs.  We will also discuss adding two nonfiction sources to supplement our understanding of the main characters anxiety and depression.   

Homework: Students will complete two more body paragraphs.

Wednesday:

SSR. Students will edit each other's essay by discussing their approach, concept. 

Homework:  Students will finish the Speak essay by Friday, uploading it to turnitin.com by 9:05am.

Thursday:

SSR. Students will complete a noredink assignment. If time, we will conduct a vocabulary jam.

Homework:   Students should finish working on the Speak essay and uploading it to Canvas by 9:30am tomorrow. 

Friday:

Students will begin revising each other's essays on turnitin.com, conducting a peer edit.  

Homework: Begin revising your Speak essay--Due on Wedenesday on Canvas.  

Week of 1-31-22 through 2-4-22

Bring a magazine by Friday--You must be willing to cut up your magazine!!

SSR.  Students will begin discussing the I-Search topic. Students will list 5 activites they have never tried but have always wanted to experience. Then students will write 5 questions about each activity--what they wonder about it, what excites them, what scares them, and what they do not understand about the activity. We will begin discussing poetry in preparation for reading The Long Way Down and Romeo and Juliet.  We will read through and analyze "The Secret in the Cat".

Homework: Students will continue revising their Speak essay--highlight all changes--due on Canvas by Wednesday.

Tuesday:

SSR. Students will discuss the I-Search paper/project--due in May. They will narrow down their focus to one activity they have never done and begin researching this activity at home. Students will make contact with someone who specializes in this activity and see if it is possible to actually do this activity this year while COVID is a problem. We will finish our work with "The Secret in the Cat", analyzing the author's use of metaphors, similes, and onomatopoeias.    

Homework: Students will finish revising their Speak essay--highlight all changes and upload to Canvas.

Wednesday:

SSR. Students will go over how to do Cornell Notes for the research project. We will do one Cornell Note page together for one source, but they will use their topic. 

Homework:  Students will begin working on Cornell Notes for the I-Search--two sources need to be completed by next week, including the one worked on in class.

Thursday:

SSR. Students will return to poetry, specifically looking at extended metaphors with "Mother to Son" and "O Captain! My Captain!" Students will show the analysis of what the comparison suggests about the concepts in the poem by filling out a T-Graph as they go.

Homework:   Students should continue working on Cornell Notes. Bring in a magazine tomorrow for Headline Poetry. 

Friday:

Students will work with Headline Poetry. First, they will work together on putting together the headline poem as a group. The idea is to play with language and concepts, and not worry about grammar and punctuation. Next, they will cut up the pages of their magazine, finding powerful words and phrases to place together to create their own poem. Students should randomly choose these words and phrases without having anything specifically in mind. Pictures should be cut out too. Eventually, they will piece this together, like a puzzle.  

Homework: Headline Poem due on Wednesday--bring physical copy to class.  

Week of 2-7-22 through 2-11-22

SSR.  Students will move into their next poem by Gloria Oden. We will read "The Way It Is", annotating key ideas and style she uses in her poem, particularly her ideas about beauty. They will answer two questions in S.E.A. method: 1. What does the speaker come to understand about herself and her mother? 2. How do "commercial virtues" referenced in the poem differ from today's standards? If they do not differ, prove and explain.

Homework: Students will continue working on I-Search Cornell Notes and Headline Poem.

Tuesday:

SSR. Students will next work on "Abuelito Who", deconstructing the concepts that Sandra Cisneros lays out in her poem. Students will explicate each line of the poem. Next, they will determine a person in their life about whom they could write a mimic poem to Cisneros' style--students will follow the format of "Abuelito Who" and write about their person.    

Homework: Students will finish their Headline Poem and bring to class.

Wednesday:

SSR. Students will begin to look at Jason Reynolds' Long Way Down. We will read the graphic novel in class and listen to the audio read by the author. We will deconstruct not only the poetic lines written by Reynolds, but we will also deconstruct the use of images in the graphic novel, discussing how they enhance the ideas about which Reynolds writes. We will focus on Reynolds use of diction and the impact the words have to convey his tone and the speaker's voice.

Homework:  Students will continue working on Cornell Notes for the I-Search--two sources need to be completed by Friday, including the one worked on in class last week.

Thursday:

SSR. Students will continue reading Long Way Down. We will start to look at his use of the elevator as a symbol and the symbolism of the people he encounters on the elevator.

Homework:   Students should finish their first two sources of Cornell Notes.  

Friday:

Students will finish Long Way Down and discuss the open ending and why Reynolds made the choices he did.  

Homework: Work on Cornell Notes for the I-Search.  

Week of 2-14-22 through 2-18-22

Monday:

NO SCHOOL.

Homework: Students will finish "Abuelito Who" poem and upload to Canvas.

Tuesday:

SSR. Students will return to Long Way Down. We will analyze Reynolds' approach to the text and the content of the novel. Students will continue to listen to the audio while analyzing Reynolds' words and analyzing the images that accompany them in the graphic novel. 

Homework: Students should be working on their I-Search and Cornell Notes.

Wednesday:

SSR. Students will continue Long Way Down. Students will continue with the audio and graphic novel, analyzing key strategies that Reynolds uses to convey the purpose of his novel. We will also look further at his interview in which he breaks down these components.

Homework:  Continue working on I-Search and Cornell Notes--complete their third source by Tuesday.

Thursday:

SSR. Students will finish Long Way Down. We will put together key quotes and ideas for our one page analysis of Reynolds' style and structure used to convey his purpose of the novel.

Homework: Continue working on I-Search and Cornell Notes--complete third source by Tuesday. 

Friday:

Students will write their one page analysis of Reynolds' style and structure used to convey the purpose of the novel.   

Homework: Continue working on I-Search and Cornell Notes--complete third source by Tuesday.  

Week of 2-21-22 through 2-25-22

Monday:

NO SCHOOL.

Homework: Students will finish one more source for their I-Search paper--this is source #3.

Tuesday:

SSR. Students will transition to discussing sonnets. Students will start with notes on sonnets, then begin to analyze them. 

Homework: Students should be finishing their Independent Reading book by next week.

Wednesday:

SSR. Students will continue work on Shakespearean Sonnets. We will complete one together. Then they will complete one independently. We will discuss how these actually differ from the actual play. 

Homework:  Students will analyze the opening Sonnet in Romeo and Juliet.

Thursday:

SSR. Students will be introduced to the Elizabethan Research project and presentation. Students will be assigned a topic and will begin to research.

Homework: Continue working Research for the Elizabethan topic. 

Friday:

Students will spend one more day in the classroom on research before they head to the library next week. Students will review ideas from websites, take notes on key details, and create a list of sources they will use.   

Homework: Continue working on Independent Reading book.  

Week of 2-28-22 through 3-4-22

Monday:

SSR. Begin researching on Elizabethan Age topic. Students will begin with using the GALE Resource provided by the library website. Then students may move into websites available from my list and in their own searches. Students must note where they gather each source.

Homework: Students will finish their Independent Reading book by Wednesday.

Tuesday:

Students will be in the library to gather print sources from books and encyclopedias. 

Homework: Students should be finishing their Independent Reading book by tomorrow and begin working on their paper or project.

Wednesday:

Students will continue work in library, making sure to gather enough sources from the library to complete their requirements for the Elizabethan Research project. 

Homework:  Students will continue working on Independent Reading assignment.

Thursday:

Students will work on note cards and bibliography in order to prepare for Monday's presentations. Students should complete note cards, then work on slides. Most of the slides can be completed at home.

Homework: Continue working on slides and note cards for the Elizabethan project. 

Friday:

Students will meet with their counselors.   

Homework: Finish all note cards, slides, and bibliography for the Elizabethan Research project.  

Week of 1-17-22 through 1-21-22

Speak text (click here for PDF)

Monday:

NO SCHOOL!!!!!!!!!!!!!!!!!!

Homework: Students will get caught up on Speak Cornell Notes.  Students will upload their Headline Reading Response to Canvas by Friday.

Tuesday:

SSR. Students will discuss the ending of Speak. We will deconstruct a few key quotes.  Students will determine which archetypes and contextual symbolism was most important in showing Melinda's experience her freshman year.  Students will determine what these symbols reflect about Melinda's experience. 

Homework: Students will finish all Cornell notes--quote and analysis.  Students will highlight 8 key quotes from the Cornell Notes to support their ideas about key archetypes and contextual symbols.

Wednesday:

SSR. Students will begin working on the Speak essay prompt.  Students will make a final decision on which key ideas in the text they want to discuss to show Melinda's decline and eventual recovery in the novel.   

Homework:  Students will develop their introduction for the Speak essay. Students should be finalizing details of their Headline Reading Response--due Friday.

Thursday:

SSR. Students will continue work with the Speak essay.  They will organize their thoughts by using a Model Outline for the essay.  Students should complete the outline ASAP.

Homework:   Students should finish developing the outline by Monday. Finish Headline Reading Response and upload to Canvas.

Friday:

Students will review their model outline and share with another student in class.  They will provide feedback, suggestions, and evaluation of the direction of each other's essay.  We will begin fleshing out the first body paragraph.   

Homework: Students will develop their first and second body paragraph of the essay.  Students should have a completed outline by Monday.

Week of 1-9-23 through 1-13-23

Speak text (click here for PDF)

Monday:

Students will take notes on archetypes.  We will briefly discuss the concept of archetypes and practice deciphering them.  We will also discuss Cornell Notes and note taking for Speak.  Students will pick up the book tomorrow and begin reading and taking notes on archetypal and contextual symbolism.   

Homework: None.

Tuesday:

Students will return TKAM and pick up Speak.  We will read the first three pages and take Cornell Notes on archetypal and contextual symbolism.   

Homework: Students will read pages 3-26 in Speak and come in with three added Cornell notes--quote and analysis.

Wednesday:

Students will analyze quotes from Speak, from last night's reading and some from their homework. The students will work with the quotes from this PowerPoint (click here).

Students will discuss teen stress and depression through a New York Times article (click here for article) and relate this to the main character in Speak.  Additionally, we will discuss how some of the students have witnessed the details in the article themselves.

Homework:  Students will read pages 26-46 and note three more Cornell Notes--quote and analysis.

Thursday:

Students will deconstruct a few quotes from Speak that are key to the main character's, Melinda, struggle.  We will read a little more from NYT piece.  Students will pick a key quote from the NYT's article that they think has value to our topic.

Homework: Students should read pages 49-65 and note three more Cornell Notes--quote and analysis. 

Friday:

Students will share concepts picked up in last night's reading to develop Cornell Notes on archetypes.   

Homework: Students will read pages 65-119.  Students will note six key quotes in their Cornell Notes which they will analyze for their significance.  

Week of 2-6-23 through 2-10-23

Monday:

SSR. Students will move into their next poem by Gloria Oden. We will read "The Way It Is", annotating key ideas and style she uses in her poem, particularly her ideas about beauty. They will answer two questions in S.E.A. method: 1. What does the speaker come to understand about herself and her mother? 2. How do "commercial virtues" referenced in the poem differ from today's standards? If they do not differ, prove and explain.   

Homework: Students should finalize their Speak essay, highlight changes, and upload to Canvas. Students will bring a magazine to class tomorrow. Students will continue working on I-Search Cornell Notes--one source due on Friday. 

Tuesday:

SSR. Students will work with Headline Poetry. First, they will work together on putting together the headline poem as a group. The idea is to play with language and concepts, and not worry about grammar and punctuation. Next, they will cut up the pages of their magazine, finding powerful words and phrases to place together to create their own poem. Students should randomly choose these words and phrases without having anything specifically in mind. Pictures should be cut out too. Eventually, they will piece this together, like a puzzle.  

Homework: Headline Poem due on Friday--bring physical copy to class. 

Wednesday:

SSR. Students will next work on "Abuelito Who", deconstructing the concepts that Sandra Cisneros lays out in her poem. Students will explicate each line of the poem. Next, they will determine a person in their life about whom they could write a mimic poem to Cisneros' style--students will follow the format of "Abuelito Who" and write about their person.  

Homework:  Students will continue working on Cornell Notes for the I-Search--one source needs to be completed by Friday, and students should find another source and begin working on Cornell Notes for the next one. Work on Headline Poem.

Thursday:

SSR. Students will begin to look at Jason Reynolds' Long Way Down. We will read the graphic novel in class and listen to the audio read by the author. We will deconstruct not only the poetic lines written by Reynolds, but we will also deconstruct the use of images in the graphic novel, discussing how they enhance the ideas about which Reynolds writes. We will focus on Reynolds use of diction and the impact the words have to convey his tone and the speaker's voice.

Homework: Students will finish their Headline Poem and bring to class. Students should complete their one Cornell Note and upload it to Canvas when they are finished. 

Friday:

Students will continue reading Long Way Down. We will start to look at his use of the elevator as a symbol and the symbolism of the people he encounters on the elevator.  

Homework: Students should continue working on Cornell Notes--the next one should be finished by Friday.  

Week of 1-16-23 through 1-20-23

Speak text (click here for PDF)

Monday:

No School.   

Homework: Read Speak through page 119.

Tuesday:

We will head to the library to pick up an Independent Reading book. We will do the following if time remains: (We will go over any issues with the archetypal article summaries. Students will discuss key quotes from their reading and their thoughts on what is happening to Melinda.  Students will share which symbols stand out from their reading.)   

Homework: Students will finish reading pages 65-119 in Speak.  Note key quotes for analysis.

Wednesday:

SSR. We will go over key quotes from last night's reading. Students will finish looking at an article from last week related to teen anxiety. We will then read and discuss an article (click here) that addresses teen depression. We will connect these details to our character Melinda from Speak.

Homework:  Students will read pages 112-137 in Speak.  Note key quotes for analysis.

Thursday:

SSR. Students will discuss the events of the end of Summer Party.  We will focus on fact vs. speculation and analysis. We want to eliminate subjectivity and act as reporters for this event.  Students will complete a Headline Reading Response for what happened on this evening.

Homework: Students will work on the Headline Reading Response--due on Tuesday--print a copy for class and upload the digital to Canvas. 

Friday:

We will start reading the fourth quarter section of Speak. We will continue to copy quotes and analyze their implications in the text.  

Homework: Students should finish reading Speak and note key quotes for analysis. Work on Headline Response—due Tuesday on Canvas. Print a copy for class as well.  

Week of 2-13-23 through 2-17-23

Monday:

No School.   

Homework: None. 

Tuesday:

SSR. Students will work with Commonlit again. This time students will go through Canvas to access their assignment. If students finish early, they may work on an assignment for class or read their Independent Reading book.  

Homework: Students should be working on their “Abuelito Who” poem—due Thursday on Canvas. 

Wednesday:

SSR. Students will return to Long Way Down. We will analyze Reynolds' approach to the text and the content of the novel. Students will continue to listen to the audio while analyzing Reynolds' words and analyzing the images that accompany them in the graphic novel.  

Homework:  Students should finish their “Abuelito Who” poem and upload to Canvas. Work on your next I-Search source—due next Thursday.

Thursday:

SSR. Students will continue Long Way Down. Students will continue with the audio and graphic novel, analyzing key strategies that Reynolds uses to convey the purpose of his novel. We will also look further at his interview in which he breaks down these components.

Homework: Work on your next I-Search source—due next Thursday. 

Friday:

Students will finish reading Long Way Down. We will put together key quotes and ideas for our one page analysis of Reynolds' style and structure used to convey his purpose of the novel.  

Homework: Work on your next I-Search source—due next Thursday.  

Week of 2-20-23 through 2-24-23

Monday:

No School.   

Homework: None. 

Tuesday:

SSR. Students will write their one page analysis of Reynolds' style and structure used to convey the purpose of the novel.  

Homework: Continue working on I-Search and Cornell Notes--complete second source by Thursday. 

Wednesday:

SSR. Students will transition to discussing sonnets. Students will start with notes on sonnets, then begin to analyze them.  

Homework:  Continue working on I-Search and Cornell Notes--complete second source by tomorrow.

Thursday:

SSR. Students will continue work on Shakespearean Sonnets. We will complete one together. Then they will complete one independently. We will discuss how these actually differ from the actual play.

Homework: Work on your next I-Search source—due next Thursday. 

Friday:

Students will be introduced to the Elizabethan Research project and presentation. Students will be assigned a topic and will begin to research.  

Homework: Work on your next I-Search source—due next Thursday.  

Week of 1-23-23 through 1-27-23

Speak text (click here for PDF)

Monday:

SSR. Students will discuss the ending of Speak. We will deconstruct a few key quotes.  Students will determine which archetypes and contextual symbolism was most important in showing Melinda's experience her freshman year.  Students will determine what these symbols reflect about Melinda's experience.   

Homework: Students will determine 8-10 key quotes in their Cornell Notes which will help in their analysis for their essay focus in Speak. Students will also finish their Headline Response for Speak and upload to Canvas.

Tuesday:

SSR. Students will begin working on the Speak essay prompt.  Students will make a final decision on which key ideas in the text they want to discuss to show Melinda's decline and eventual recovery in the novel.   

Homework: Students will develop their introduction for the Speak essay. 

Wednesday:

SSR. Students will continue work with the Speak essay. They will organize their thoughts by using a Model Outline for the essay. Students should complete the outline ASAP.  

Homework:  Students should finish developing the outline by Friday.

Thursday:

SSR. Students will review their model outline and share with another student in class. They will provide feedback, suggestions, and evaluation of the direction of each other's essay. We will begin fleshing out the first body paragraph.

Homework: Students will develop their first and second body paragraph of the essay. Students should have a completed outline by tomorrow. 

Friday:

Students will work on the next leg of their Speak essay. Students will continue to flesh out their essay, from the introduction through all four body paragraphs. We will look at sample essays for conclusion.  

Homework: Students should continue developing their essay—rough draft due Tuesday on Canvas for a peer review.  

Week of 2-27-23 through 3-3-23

Monday:

SSR. Discuss the Independent Reading assignments. Move on to Elizabethan Age. Students will take notes on the Elizabethan Research project and presentation. Students will be assigned a topic--they will get to choose, but first come, first serve.   

Homework: Work on I-Search Cornell Notes--third source due on Thursday. 

Tuesday:

Career Day.  

Homework: Continue working on I-Search and Cornell Notes--complete third source by Thursday. 

Wednesday:

SSR. Students will begin researching and taking notes on their Elizabethan Research  topic. Students should note sources for bibliography.  

Homework:  Continue working on I-Search and Cornell Notes--complete third source by tomorrow.

Thursday:

View "Shakespear in the Classroom" video--take notes.

Homework: Work on your next I-Search source—due next Thursday. 

Friday:

Students will be in the library researching their Elizabethan topic in books and encyclopedias.  

Homework: Work on your next I-Search source—due next Thursday.  

Week of 3-6-23 through 3-10-23

Monday:

Library Time.   

Homework: Work on Elizabethan Research--due on Wednesday. 

Tuesday:

Students will work on note cards and bibliography in order to prepare for Wednesday's presentations. Students should complete note cards, then work on slides. Most of the slides can be completed at home.  

Homework: Finish note cards, bibliography, and slides--then practice delivery of content for tomorrow's presentations. 

Wednesday:

Students will delivery Elizabethan Research presentations. Peers will take notes on the details delivered.  

Homework:  Continue working on I-Search and Cornell Notes--complete fourth source by Thursday of next week.

Thursday:

Students will continue presentations for the Elizabethan Research project.

Homework: Work on your next I-Search source—due next Thursday. 

Friday:

Students will finish delivery of Elizabethan Research topics. We will start presenting Independent Reading presentations.  

Homework: Work on I-Search--fourth source due next Thursday.  

Week of 3-13-23 through 3-17-23

Monday:

Finish presentations for Elizabethan Research. Go over Independent Reading assignments--due Wednesday.   

Homework: Work on Independent Reading--due on Wednesday. 

Tuesday:

Students will work on either their Independent Reading assignment or I-Search Cornell Notes.  

Homework: Finish Independent Reading assignment: upload two-page paper to Canvas or share slides with myvillarancho@gmail.com if you are presenting. 

Wednesday:

We will start presenting Independent Reading presentations.  

Homework:  Continue working on I-Search and Cornell Notes--complete fourth source by Thursday and upload to Canvas.

Thursday:

Students will finish delivery of Independent Reading presentation. Students will go pick up Romeo and Juliet books. We will discuss the approach to reading the play. Students will be assigned parts to practice in preparation for tomorrow's reading of the play. 

Homework: Work on your next I-Search source—due next Thursday. Practice assigned role in R & J if you volunteered.  

Friday:

Students will conduct a read-through of Act I scene i in R & J. Students will also take notes on Foreshadow quotes in preparation for their final essay on the play.  

Homework: Work on I-Search--fifth source due next Thursday. Practice assigned role in R & J if you volunteered.  

Week of 3-20-23 through 3-24-23

Monday:

Finish presentations for Elizabethan Research. Go over Independent Reading assignments--due Wednesday.   

Homework: Work on Independent Reading--due on Wednesday. 

Tuesday:

Students will work on either their Independent Reading assignment or I-Search Cornell Notes.  

Homework: Finish Independent Reading assignment: upload two-page paper to Canvas or share slides with myvillarancho@gmail.com if you are presenting. 

Wednesday:

We will start presenting Independent Reading presentations.  

Homework:  Continue working on I-Search and Cornell Notes--complete fourth source by Thursday and upload to Canvas.

Thursday:

Students will finish delivery of Independent Reading presentation. Students will go pick up Romeo and Juliet books. We will discuss the approach to reading the play. Students will be assigned parts to practice in preparation for tomorrow's reading of the play. 

Homework: Work on your next I-Search source—due next Thursday. Practice assigned role in R & J if you volunteered.  

Friday:

Students will conduct a read-through of Act I scene i in R & J. Students will also take notes on Foreshadow quotes in preparation for their final essay on the play.  

Homework: Work on I-Search--fifth source due next Thursday. Practice assigned role in R & J if you volunteered.  

Week of 4-3-23 through 4-7-23

Monday:

SSR. View Romeo and Juliet on film through Act II scene ii.    

Homework: Work on last sources for Cornell Notes on the I-Search--due Thursday. 

Tuesday:

SSR. Students will conduct a read-through of Act II scene iii. We will complete Foreshadow and .  

Homework: Work on last sources for Cornell Notes on the I-Search--due Thursday. 

Wednesday:

SSR. Students will view Act I & II of the R & J film.  

Homework:  Continue working on I-Search and Cornell Notes--complete last sources by Thursday and upload to Canvas.

Thursday:

SSR. Students will have a quiz on Act I Vocab. Students will continue read-through of Romeo and Juliet Act II. We will discuss the approach to reading the play. Students will be assigned parts to practice in preparation for tomorrow's reading of the play. 

Homework: Practice assigned role in R & J if you volunteered.  

Friday:

Students will conduct a read-through of Act III scene i in R & J. Students will also take notes on Foreshadow quotes in preparation for their final essay on the play.  

Homework: Work on Independent Reading book. Practice assigned role in R & J if you volunteered.  

Week of 4-17-23 through 4-21-23

Monday:

SSR. We will discuss subtext and students will complete a subtext activity for Act IV scene i--they will have a handout for this. Students will view the rest of Act III of the film. Students will read through Act IV. Work on I-Search outline.   

Homework: Work on the I-Search outline--due next week on Tuesday. Study words in Act III for vocab quiz--remember that you must know how to spell 10 of the words. 

Tuesday (1-3 Periods Only): CAASPP

SSR. Take Act III vocab quiz. Work on I-Search, section II, B, C, and D.  Watch R & J movie through Act IV. 

Homework: Work on the I-Search outline--due Tuesday next week. 

Wednesday (4-6 Periods Only): CAASPP

SSR. Take Act III vocab quiz. Work on I-Search, section II, B, C, and D. Watch R & J movie through Act IV.  

Homework:  Work on the I-Search outline--due Tuesday next week.

Thursday:

SSR. Read through Act V scenes i & ii. Continue work on outline for the I-Search. 

Homework: Students should finish Act IV definitions and parts of speech. Study Act IV vocab and the 10 words you must know how to spell.  

Friday:

Students will take their Act IV vocab quiz. Students will read through Act V scene iii.  

Homework: Finish I-Search outline by Tuesday and upload to Canvas.  

Week of 4-24-23 through 4-28-23

Monday:

SSR. Begin discussion of who is to blame for R & J's death. Students will decide on which party or parties are most responsible and devise three reasons for perspective.   

Homework: Students should study for Act V Vocab. Finish work on I-Search outline and upload to Canvas. 

Tuesday:

SSR. Take Act V vocab quiz. Continue working R & J Blame essay. Students will determine evidence that best fits with each of their reasons. Begin viewing R & J 90s movie version. 

Homework: Work on Independent Reading. 

Wednesday:

SSR. Watch R & J film.  

Homework: Work on Introduction to R & J and first reason body paragraph with two supporting quotes and thorough analysis. 

Thursday:

SSR. Peer Review introduction and first body paragraph to R & J essay. Watch R & J film. 

Homework: Students should finish the next two reason paragraphs for holding their position on the responsible parties of R & J's death.  

Friday:

Students will finish watching R & J. Finish R & J essay.   

Homework: Finish R & J essay by Monday morning and upload to Canvas.  

Week of 5-1-23 through 5-5-23

Independent Reading Assignment Due on May 10th

Monday:

SSR. Finish viewing R & J movie and turn in responses for questions. Finish R & J essay and upload to Canvas when completed.   

Homework: Finalize draft of R & J essay and upload to Canvas. 

Tuesday:

SSR. Students will complete a peer review for the R & J essay in class. 

Homework: Revise R & J essay by Friday and upload to Canvas. 

Wednesday:

SSR. Begin work on I-Search essay. Students will take the elements of their outline for the I-Search and completely flesh it out for a completed draft. Students should have their Search Question and Search Process paragraph completed by the end of the period.  

Homework: Finish anything not completed in class. Work on revision of R & J essay. 

Thursday:

SSR. Continue working on fleshing out the I-Search essay--next two body paragraph in the What I Learned section--these should be completed by the end of the period. 

Homework: Students finish anything not completed in class. Students will finalize changes to the R & J essay and upload to Canvas.  

Friday:

Students will finish the I-Search paper. The students should have 7 paragraph: 1 Search Question, 1 Search Process, 4 What I Learned (which can include their narrative), and the What This Means to Me. They should have 8 parenthetically cited quotes and all six sources listed on the final page of their essay.    

Homework: Finish I-Search by Tuesday morning and upload to Canvas.  

Week of 1-30-23 through 2-3-23

Speak text (click here for PDF)

Monday:

SSR. Students will discuss the I-Search paper/project--due in May. They will narrow down their focus to one activity they have never done and begin researching this activity at home. Students will make contact with someone who specializes in this activity and conduct an interview.   

Homework: Students will finish essay for Speak and upload to Canvas. Students will conduct a peer review in class tomorrow.

Tuesday:

SSR. Students will complete a peer review for the Speak essay in class.  Students may work on the essay revision if they have time or they may work on ideas for their I-Search topic.  

Homework: Students will revising their Speak essay--due Tuesday of next week--highlight all changes from original draft. 

Wednesday:

SSR. Students will go over how to do Cornell Notes for the research project. We will do one Cornell Note page together for one source, but they will use their topic.  

Homework:  Students will begin working on Cornell Notes for the I-Search--two sources need to be completed by next week on Friday, including the one worked on in class.

Thursday:

SSR. Students will begin discussing the I-Search topic. Students will list 5 activities they have never tried but have always wanted to experience. Then students will write 5 questions about each activity--what they wonder about it, what excites them, what scares them, and what they do not understand about the activity. We will begin discussing poetry in preparation for reading The Long Way Down and Romeo and Juliet. We will read through and analyze "The Secret in the Cat".

Homework: Students will continue revising their Speak essay--highlight all changes--due on Canvas by Tuesday. 

Friday:

Students will return to poetry, specifically looking at extended metaphors with "Mother to Son" and "O Captain! My Captain!" Students will show the analysis of what the comparison suggests about the concepts in the poem by filling out a T-Graph as they go.  

Homework: Students should continue working on Cornell Notes. Bring in a magazine next week for Headline Poetry--Bring it Tuesday.  

Week of 5-8-23 through 5-12-23

Independent Reading Assignment Due on Wednesday, May 10th

Monday:

Finish I-Search paper and upload to Canvas when completed. If finished early, students may work on their Indepedent Reading assignment. Go over I-Search Presentation. 

Homework: Finalize draft of I-Search paper and upload to Canvas. Complete Independent Reading assignment by Wednesday.

Tuesday:

Students will complete a peer review for the I-Search paper in class. 

Homework: Revise I-Search paper by Tuesday next week and upload to Canvas. Complete Independent Reading assignment. Upload essay to Canvas, or share slides with myvillarancho@gmail.com.

Wednesday:

Students will present their Independent Reading book presentations.  

Homework: Work on revision of I-Search--due Tuesday next week. 

Thursday:

Continue presentations for Independent Reading books. If time, begin working on I-Search presentations.  

Homework: Students will continue making changes to the I-Search paper.  

Friday:

Students will work on I-Search presentation.    

Homework: Finish Final Draft of the I-Search paper by Tuesday morning and upload to Canvas.  

Week of 5-15-23 through 5-19-23

Monday:

Finish revision of I-Search paper and upload to Canvas when completed. Work on I-Search Presentation. 

Homework: Finalize draft of I-Search paper and upload to Canvas. 

Tuesday:

Students will view The Odyssey. We will briefly discuss the Hero Cycle/Journey as an archetype.  

Homework: Work on I-Search presentation and share slides with myvillarancho@gmail.com.

Wednesday:

Students will present their Independent Reading book presentations.  

Homework: Work on I-Search presentation--due Friday. 

Thursday:

Continue presentations for Independent Reading books. If time, begin working on I-Search presentations.  

Homework: Students will finish I-Search presentation and share slides with myvillarancho@gmail.com.  

Friday:

Students will deliver I-Search presentations.    

Homework: None.