150+Eng+1

1/19: No School MLK 1/20: Should parents have a say in who you date? Why or why not? 1/21: Is it possible to have a good relationship with someone different from yourself (race/age/etc.)? Why or why not? 1/22: Is love worth dying over? 1/23: How do you think Romeo and Juliet should end? 
 * ENG 1 (9th grade) **


 * 1/19

-NO SCHOOL MLK || 1/20 -Read R&J || 1/21 -Read R&J || 1/22 -Read R&J || 1/23 <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">-Read R&J ||

Daily Writing Prompt:
1/13: Should students still study Shakespeare? Why or why not? 1/14: What current writer may be the Shakespeare of the future and why? 1/15: What do you imagine it would be like to see a performance at The Globe? 1/16: If offered a very well paid role in a Shakespeare movie, would you take it? Why or why not? 1/17: Free Rant Friday-Write whatever you would like! Daily: Daily writing prompt 1/2 page -Complete Search || -Begin Looking at Works and Romeo and Juliet || -Read Romeo and Juliet || -Read Romeo and Juliet || -Read Romeo and Juliet ||
 * 1/13 || 1/14 || 1/15 || 1/16 || 1/17 ||
 * -Review Week

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Over the poems and review <span style="font-family: Arial,sans-serif; font-size: 10pt;">All works
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 13: 11/3-11/8 Focus: //Poetry///Real World Writing **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">CCS || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete the poem packet by the end of class with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete the poetry test with 90% accuracy by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete at least 50% of a letter of complaint by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete his or her letter of complaint with 95% accuracy by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete a letter by the end of class. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will complete worksheets

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will take notes || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will ask any final questions before the test.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will take the poetry test || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">- **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will begin to work on real life writings.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Teacher will go over the elements of a good letter of complaint. Students will choose who to write and then begin writing a letter of complaint. <span style="font-family: Arial,sans-serif; font-size: 10pt;">(Due Thursday) || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will complete the letters of complaint.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Once letters are completed, teacher will instruct on how to write a proper letter.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students may begin typing their letters <span style="font-family: Arial,sans-serif; font-size: 10pt;">(Due Friday) || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will complete their letters by the end of class || = = =media type="custom" key="24203702"media type="custom" key="24203728"media type="custom" key="24204400"= =**Week 19: Review and Test **= =**Week 18: Grimm vs. Disney**= =**[|Nat Geo Grimm]**= =**The Brother's Grimm vs. Disney**= media type="custom" key="23069756"media type="custom" key="23069962"media type="custom" key="23069984"
 * [|Grimm vs. Disney] Note: The Little Mermaid was not Grimm (just FYI)...the facts are still cool**

[|Urban Legends] [|American Folklore] [|urban legends online] [|25 Most Popular]


 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 17: 5/5-9 Urban Legends and Folklore **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday 5 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday 6 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday 7 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday 8 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday 9 ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">What is an Urban Legend?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tell stories of Urban Legends

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Give students Urban Legend Packet

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Brainstorm Urban Legends the students could create || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Research Urban Legends and Fact on snopes.com or one of the other links provided on brookslit.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Each student must find one category to research and present the facts to the class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Research and Writing

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will research Peoria history to find a local story to twist into an Urban Legend.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Once a student finds his or her story, he or she may print the article and begin to write the Urban Legend!!! || <span style="font-family: Arial,sans-serif; font-size: 10pt;">WRITING DAY <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will write their own Urban Legends

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Legends must be 2 pages/typed || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Story Time <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will share their Urban Legends by telling what research they based their story off of and reading the legend ||

[|Romeo and Juliet Prezi] [|Romeo and Juliet Sparknotes] [|Romeo and Juliet Shmoop] [|Romeo and Juliet Cliffs Notes] [|No Fear Romeo and Juliet] ** ENG 1 (9th grade) ** ** Week 14: 4/15-19 Focus: Shakespeare and Theatre ** -Complete worksheets and Vocab as we read. || -Read Romeo and Juliet -Complete worksheets and Vocab as we read. || -Read Romeo and Juliet -Complete worksheets and Vocab as we read. || -Read Romeo and Juliet -Complete worksheets and Vocab as we read. || -Read Romeo and Juliet -Complete worksheets and Vocab as we read. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-What do they assume about <span style="font-family: Arial,sans-serif; font-size: 10pt;">His life and his writings? <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Can they name modern adaptions?
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Common Core Standard || CC.9-10.R.H.9 Integration of Knowledge and Ideas: Compare and contrast treatments of the same topic in several primary and secondary sources. || CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. || CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. || CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. || CC.9-10.R.L.9 Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ||
 * Objective || Student will be able to Read Romeo and Juliet with the class and complete reading and vocabulary packets as we go. || Student will be able to Read Romeo and Juliet with the class and complete reading and vocabulary packets as we go. || Student will be able to Read Romeo and Juliet with the class and complete reading and vocabulary packets as we go. || Student will be able to Read Romeo and Juliet with the class and complete reading and vocabulary packets as we go. || Student will be able to Read Romeo and Juliet with the class and complete reading and vocabulary packets as we go. ||
 * In Class || -Read Romeo and Juliet
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 13: 4/08-4/12 Focus: Shakespeare and Theatre **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.H.9 Integration of Knowledge and Ideas: Compare and contrast treatments of the same topic in several primary and secondary sources. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.9 Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to give at least three titles and plots for Shakespeare’s plays by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to find at least half of the information for the scavenger hunt by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete the scavenger hunt by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to complete a Shakespeare quiz with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to take at least one page of notes over the Romeo and Juliet introduction. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Ask students what they know about Shakespeare?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-REMIND STUDENTS TO TAKE NOTES IN THE JOURNALS

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Show the Shakespeare bio

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Show the Reduced Company

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Talk about theatre and the period. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will be doing an online scavenger hunt.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Hand out the questions and instruct students that they have two class periods to complete the questions.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-REMIND STUDENTS TO TAKE NOTES IN THE JOURNALS

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-The students may use the links provided or find their own links. The important thing is that they find the information.

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students have the class to complete the scavenger hunt.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-REMIND STUDENTS TO TAKE NOTES IN THE JOURNALS

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-If students finish, the class will discuss the findings and share information found. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-If work was not gone over in the last class, discuss hunt findings and collect papers.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Hand out the Shakespeare quiz.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students may use any information from their journals!!!

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Correct quiz

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Discuss answers and give additional facts || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Ask students what they know about Romeo and Juliet?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Show students various clips from different versions of Romeo and Juliet.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Hand out Romeo and Juliet Packets and explain what we will be going over. || <span style="font-family: Georgia,serif; font-size: 15.5pt;"> media type="custom" key="22503920"media type="custom" key="22503926"
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">Week 11: 3/18-3/22: Malcolm X **

<span style="font-family: Georgia,serif; font-size: 6pt;">1. Work collaboratively to evaluate four stages in the life of Malcolm X: the periods he was <span style="font-family: Georgia,serif; font-size: 6pt;">known as Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz <span style="font-family: Georgia,serif; font-size: 6pt;">2. Consider how each name Malcolm X used reflected that period in his life <span style="font-family: Georgia,serif; font-size: 6pt;">3. Draw conclusions in a written essay about how his life experiences shaped Malcolm X and <span style="font-family: Georgia,serif; font-size: 6pt;">his legacy || <span style="font-family: Georgia,serif; font-size: 6pt;">Students will: <span style="font-family: Georgia,serif; font-size: 6pt;">1. Work collaboratively to evaluate four stages in the life of Malcolm X: the periods he was <span style="font-family: Georgia,serif; font-size: 6pt;">known as Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz <span style="font-family: Georgia,serif; font-size: 6pt;">2. Consider how each name Malcolm X used reflected that period in his life <span style="font-family: Georgia,serif; font-size: 6pt;">3. Draw conclusions in a written essay about how his life experiences shaped Malcolm X and <span style="font-family: Georgia,serif; font-size: 6pt;">his legacy || <span style="font-family: Georgia,serif; font-size: 6pt;">Students will: <span style="font-family: Georgia,serif; font-size: 6pt;">1. Work collaboratively to evaluate four stages in the life of Malcolm X: the periods he was <span style="font-family: Georgia,serif; font-size: 6pt;">known as Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz <span style="font-family: Georgia,serif; font-size: 6pt;">2. Consider how each name Malcolm X used reflected that period in his life <span style="font-family: Georgia,serif; font-size: 6pt;">3. Draw conclusions in a written essay about how his life experiences shaped Malcolm X and <span style="font-family: Georgia,serif; font-size: 6pt;">his legacy || <span style="font-family: Georgia,serif; font-size: 6pt;">Students will: <span style="font-family: Georgia,serif; font-size: 6pt;">1. Work collaboratively to evaluate four stages in the life of Malcolm X: the periods he was <span style="font-family: Georgia,serif; font-size: 6pt;">known as Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz <span style="font-family: Georgia,serif; font-size: 6pt;">2. Consider how each name Malcolm X used reflected that period in his life <span style="font-family: Georgia,serif; font-size: 6pt;">3. Draw conclusions in a written essay about how his life experiences shaped Malcolm X and <span style="font-family: Georgia,serif; font-size: 6pt;">his legacy || <span style="font-family: Georgia,serif; font-size: 6pt;">Students will: <span style="font-family: Georgia,serif; font-size: 6pt;">1. Work collaboratively to evaluate four stages in the life of Malcolm X: the periods he was <span style="font-family: Georgia,serif; font-size: 6pt;">known as Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz <span style="font-family: Georgia,serif; font-size: 6pt;">2. Consider how each name Malcolm X used reflected that period in his life <span style="font-family: Georgia,serif; font-size: 6pt;">3. Draw conclusions in a written essay about how his life experiences shaped Malcolm X and <span style="font-family: Georgia,serif; font-size: 6pt;">his legacy || <span style="font-family: Georgia,serif; font-size: 8pt;">-Continue Watching Movie || <span style="font-family: Georgia,serif; font-size: 8pt;">-Continue Watching Movie || <span style="font-family: Georgia,serif; font-size: 8pt;">-Complete movie and work on packets <span style="font-family: Georgia,serif; font-size: 8pt;">1. After students have watched The Autobiography of Malcolm X, discuss the various names <span style="font-family: Georgia,serif; font-size: 8pt;">Malcolm X used in his lifetime. On the board, create a list of the names Malcolm X used, <span style="font-family: Georgia,serif; font-size: 8pt;">along with the period in his life that he used these names. <span style="font-family: Georgia,serif; font-size: 8pt;">2. Ask students why a person would take a name, either legally or casually, other than his or her birth name? What do names tell us about a person? Are there any students in the class who <span style="font-family: Georgia,serif; font-size: 8pt;">prefer to use a nickname || <span style="font-family: Georgia,serif; font-size: 8pt;">-Research/Project
 * || <span style="font-family: Georgia,serif; font-size: 10pt;">Monday || <span style="font-family: Georgia,serif; font-size: 10pt;">Tuesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Wednesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Thursday || <span style="font-family: Georgia,serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;">CCS ||  ||   ||   ||   ||   ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal || <span style="font-family: Georgia,serif; font-size: 6pt;">Students will:
 * <span style="font-family: Georgia,serif; font-size: 10pt;">In Class || <span style="font-family: Georgia,serif; font-size: 8pt;">-Hand out movie guide packets

<span style="font-family: Georgia,serif; font-size: 8pt;">in place of their birth name? Why? <span style="font-family: Georgia,serif; font-size: 8pt;">3. Now separate the class into groups of four, assigning each group a name from a period in <span style="font-family: Georgia,serif; font-size: 8pt;">Malcolm X’s life: Malcolm Little, Detroit Red, Malcolm X, el-Hajj Malik el-Shabazz. Hand <span style="font-family: Georgia,serif; font-size: 8pt;">out copies of the Classroom Activity Sheet: Character Analysis to each member of the group. <span style="font-family: Georgia,serif; font-size: 8pt;">Explain that each group will be analyzing one specific period in the life of Malcolm X—the <span style="font-family: Georgia,serif; font-size: 8pt;">time in which he used the name they have been assigned. Ask each group to || <span style="font-family: Georgia,serif; font-size: 8pt;">-Work on Project

<span style="font-family: Georgia,serif; font-size: 8pt;">focus only on <span style="font-family: Georgia,serif; font-size: 8pt;">the chapters in the novel The Autobiography of Malcolm X that deal with that period of his <span style="font-family: Georgia,serif; font-size: 8pt;">life. <span style="font-family: Georgia,serif; font-size: 8pt;">4. Have group members work together to answer the questions on their activity sheet, including <span style="font-family: Georgia,serif; font-size: 8pt;">writing a one-to-two-paragraph summary describing what they believe defined Malcolm X’s <span style="font-family: Georgia,serif; font-size: 8pt;">personality during this period in his life. || = = =** [|Printing Press] **= =** [|Citation Machine] **= = = = = = =
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">ENG 2 (10th grade) **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">Week 8: 2/25-3/1: Writing Letters **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">Week 9: 3/4-3/8 Focus: Newspaper Writing “Year I Was Born” **
 * || <span style="font-family: Georgia,serif; font-size: 10pt;">Monday || <span style="font-family: Georgia,serif; font-size: 10pt;">Tuesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Wednesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Thursday || <span style="font-family: Georgia,serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;">CCS ||  || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.R.I.1.

<span style="font-family: Georgia,serif; font-size: 6pt;">Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.R.I.2.

<span style="font-family: Georgia,serif; font-size: 6pt;">Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

<span style="font-family: Georgia,serif; font-size: 6pt;">Craft and Structure <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.R.I.4.

<span style="font-family: Georgia,serif; font-size: 6pt;">Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.4.

<span style="font-family: Georgia,serif; font-size: 6pt;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.5.

<span style="font-family: Georgia,serif; font-size: 6pt;">Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.6.

<span style="font-family: Georgia,serif; font-size: 6pt;">Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.7.

<span style="font-family: Georgia,serif; font-size: 6pt;">Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.8.

<span style="font-family: Georgia,serif; font-size: 6pt;">Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.10.

<span style="font-family: Georgia,serif; font-size: 6pt;">Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.L.1.

<span style="font-family: Georgia,serif; font-size: 6pt;">Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.L.1.b.

<span style="font-family: Georgia,serif; font-size: 6pt;">Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. || <span style="font-family: Georgia,serif; font-size: 8pt;">conduct research, using a variety of resources including personal interviews, primary documents, and online research. <span style="font-family: Georgia,serif; font-size: 8pt;">evaluate resources to find those best for the project. <span style="font-family: Georgia,serif; font-size: 8pt;">demonstrate an understanding of point of view by adopting the voice of a family member or another adult. || <span style="font-family: Georgia,serif; font-size: 8pt;">Students will: <span style="font-family: Georgia,serif; font-size: 8pt;">conduct research, using a variety of resources including personal interviews, primary documents, and online research. <span style="font-family: Georgia,serif; font-size: 8pt;">evaluate resources to find those best for the project. <span style="font-family: Georgia,serif; font-size: 8pt;">demonstrate an understanding of point of view by adopting the voice of a family member or another adult. || <span style="font-family: Georgia,serif; font-size: 8pt;">Students will: <span style="font-family: Georgia,serif; font-size: 8pt;">conduct research, using a variety of resources including personal interviews, primary documents, and online research. <span style="font-family: Georgia,serif; font-size: 8pt;">evaluate resources to find those best for the project. <span style="font-family: Georgia,serif; font-size: 8pt;">demonstrate an understanding of point of view by adopting the voice of a family member or another adult. || <span style="font-family: Georgia,serif; font-size: 8pt;">Students will: <span style="font-family: Georgia,serif; font-size: 8pt;">conduct research, using a variety of resources including personal interviews, primary documents, and online research. <span style="font-family: Georgia,serif; font-size: 8pt;">evaluate resources to find those best for the project. <span style="font-family: Georgia,serif; font-size: 8pt;">demonstrate an understanding of point of view by adopting the voice of a family member or another adult. || <span style="font-family: Georgia,serif; font-size: 10pt;">Share the details of the activity with the handouts. <span style="font-family: Georgia,serif; font-size: 10pt;">-Discuss the strategies that students will use, brainstorming sample interview questions and ways that students can use online resources. <span style="font-family: Georgia,serif; font-size: 10pt;">-Discuss possible topics, headings, and articles. <span style="font-family: Georgia,serif; font-size: 10pt;">-Students may work together to brainstorm articles || **<span style="font-family: Georgia,serif; font-size: 10pt;">-WORK DAY ** <span style="font-family: Georgia,serif; font-size: 10pt;">-Remind students that their research might include commercials, slogans, births, deaths, sports news, movies, books, plays, music, financial, national news, international news, religious events, music, TV shows, and local news. <span style="font-family: Georgia,serif; font-size: 10pt;">Have students search for their birth date on the Internet. Many of these sites give information for their birth date throughout history. || **<span style="font-family: Georgia,serif; font-size: 10pt;">-WORK DAY ** <span style="font-family: Georgia,serif; font-size: 10pt;">-Remind students that their research might include commercials, slogans, births, deaths, sports news, movies, books, plays, music, financial, national news, international news, religious events, music, TV shows, and local news. <span style="font-family: Georgia,serif; font-size: 10pt;">Have students search for their birth date on the Internet. Many of these sites give information for their birth date throughout history. || <span style="font-family: Georgia,serif; font-size: 10pt;">-Complete projects <span style="font-family: Georgia,serif; font-size: 10pt;">-Present completed newspapers <span style="font-family: Georgia,serif; font-size: 10pt;">-Discussion and Reflection on what went well, what didn’t go well, changes that could be made, things that should have been added… || = = =** Assignments subject to change! **= <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal ||  || <span style="font-family: Georgia,serif; font-size: 8pt;">Students will:
 * <span style="font-family: Georgia,serif; font-size: 10pt;">In Class || <span style="font-family: Georgia,serif; font-size: 10pt;">-No Class || <span style="font-family: Georgia,serif; font-size: 10pt;">-Hand out the Year I Was Born Research Project, Print Layout and the Research Paper Rubric.
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">Week 7: 2/18-2/22 Focus: Workplace Documents **

<span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. || <span style="font-family: Georgia,serif; font-size: 8pt;">Assess changes that need to be made to his or her original letter based off the examples provided. || <span style="font-family: Georgia,serif; font-size: 8pt;">Student will be able to work <span style="font-family: Georgia,serif; font-size: 8pt;">With a group to summarize a <span style="font-family: Georgia,serif; font-size: 8pt;">Concept to share with the class. || <span style="font-family: Georgia,serif; font-size: 8pt;">Student will be able to <span style="font-family: Georgia,serif; font-size: 8pt;"> Write a letter of complaint <span style="font-family: Georgia,serif; font-size: 8pt;">That uses the objectives that <span style="font-family: Georgia,serif; font-size: 8pt;">Have been laid out in the <span style="font-family: Georgia,serif; font-size: 8pt;">Lessons. || <span style="font-family: Georgia,serif; font-size: 8pt;">Student will be able to review and <span style="font-family: Georgia,serif; font-size: 8pt;">Revise his or her work and the work <span style="font-family: Georgia,serif; font-size: 8pt;">Of his or her partner by pointing out any <span style="font-family: Georgia,serif; font-size: 8pt;">Errors and making revision marks. || <span style="font-family: Georgia,serif; font-size: 8pt;">Student will be able to write <span style="font-family: Georgia,serif; font-size: 8pt;">And send a properly formatted <span style="font-family: Georgia,serif; font-size: 8pt;">Letter of complaint by the <span style="font-family: Georgia,serif; font-size: 8pt;">End of class. || <span style="font-family: Georgia,serif; font-size: 10pt;">-Hand out Attachment A <span style="font-family: Georgia,serif; font-size: 10pt;">-Using Attachment A, <span style="font-family: Georgia,serif; font-size: 10pt;">Score the current letter of complaint <span style="font-family: Georgia,serif; font-size: 10pt;">-Look over the sample letter think about what changes could be made || <span style="font-family: Georgia,serif; font-size: 10pt;">-Rhetorical Awareness <span style="font-family: Georgia,serif; font-size: 10pt;">-Go to OWL and <span style="font-family: Georgia,serif; font-size: 10pt;">Break the class into <span style="font-family: Georgia,serif; font-size: 10pt;">3 groups
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 15.5pt;">Week 7: 2/18-2/22 Focus: Workplace Documents **
 * || <span style="font-family: Georgia,serif; font-size: 10pt;">Monday || <span style="font-family: Georgia,serif; font-size: 10pt;">Tuesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Wednesday || <span style="font-family: Georgia,serif; font-size: 10pt;">Thursday || <span style="font-family: Georgia,serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;">CCS || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. || <span style="font-family: Georgia,serif; font-size: 6pt;">CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal || <span style="font-family: Georgia,serif; font-size: 8pt;">Student will be able to
 * <span style="font-family: Georgia,serif; font-size: 10pt;">In Class || <span style="font-family: Georgia,serif; font-size: 10pt;">-Watch the PPT on Writing a Letter of Complaint

<span style="font-family: Georgia,serif; font-size: 10pt;">-Have each group <span style="font-family: Georgia,serif; font-size: 10pt;">Read about their <span style="font-family: Georgia,serif; font-size: 10pt;">Subject and take notes <span style="font-family: Georgia,serif; font-size: 10pt;">To share a report with <span style="font-family: Georgia,serif; font-size: 10pt;">The class (20 Min)

<span style="font-family: Georgia,serif; font-size: 10pt;">*Rhetorical Awareness <span style="font-family: Georgia,serif; font-size: 10pt;">*User Centered <span style="font-family: Georgia,serif; font-size: 10pt;">Design <span style="font-family: Georgia,serif; font-size: 10pt;">*Tone

<span style="font-family: Georgia,serif; font-size: 10pt;">-Explain topics and <span style="font-family: Georgia,serif; font-size: 10pt;">Discuss how to <span style="font-family: Georgia,serif; font-size: 10pt;">Use each step || <span style="font-family: Georgia,serif; font-size: 10pt;">-HATS <span style="font-family: Georgia,serif; font-size: 10pt;">-Go over the PPT <span style="font-family: Georgia,serif; font-size: 10pt;">On the OWL site

<span style="font-family: Georgia,serif; font-size: 10pt;">-Have students <span style="font-family: Georgia,serif; font-size: 10pt;">Complete the <span style="font-family: Georgia,serif; font-size: 10pt;">Worksheet as we <span style="font-family: Georgia,serif; font-size: 10pt;">Cover the PPT

<span style="font-family: Georgia,serif; font-size: 10pt;">-Have students <span style="font-family: Georgia,serif; font-size: 10pt;">Re-write letters of <span style="font-family: Georgia,serif; font-size: 10pt;">complaint || <span style="font-family: Georgia,serif; font-size: 8pt;">-Revision in <span style="font-family: Georgia,serif; font-size: 8pt;">Business Writing

<span style="font-family: Georgia,serif; font-size: 8pt;">-Go to OWL and <span style="font-family: Georgia,serif; font-size: 8pt;">Go over revisions <span style="font-family: Georgia,serif; font-size: 8pt;">In business writing

<span style="font-family: Georgia,serif; font-size: 8pt;">-Have students pair <span style="font-family: Georgia,serif; font-size: 8pt;">And share papers <span style="font-family: Georgia,serif; font-size: 8pt;">*Give comments or <span style="font-family: Georgia,serif; font-size: 8pt;">Suggestions (as if they <span style="font-family: Georgia,serif; font-size: 8pt;">Were the person <span style="font-family: Georgia,serif; font-size: 8pt;">Receiving the letter)

<span style="font-family: Georgia,serif; font-size: 8pt;">-Did the writer use the <span style="font-family: Georgia,serif; font-size: 8pt;">Correct format, tone, and <span style="font-family: Georgia,serif; font-size: 8pt;">Design? <span style="font-family: Georgia,serif; font-size: 8pt;">-Is the grammar and mechanics <span style="font-family: Georgia,serif; font-size: 8pt;">Correct?

<span style="font-family: Georgia,serif; font-size: 8pt;">-Use the remainder of the period <span style="font-family: Georgia,serif; font-size: 8pt;">To help revise the letters || **<span style="font-family: Georgia,serif; font-size: 10pt;">The Papers Are Due! **

<span style="font-family: Georgia,serif; font-size: 10pt;">-Use the class time to <span style="font-family: Georgia,serif; font-size: 10pt;">re-write the letter of <span style="font-family: Georgia,serif; font-size: 10pt;">complaint <span style="font-family: Georgia,serif; font-size: 10pt;">-Make revisions <span style="font-family: Georgia,serif; font-size: 10pt;">-Print 2 final copies <span style="font-family: Georgia,serif; font-size: 10pt;">(1 to grade/1 to send) <span style="font-family: Georgia,serif; font-size: 10pt;">-Assess using <span style="font-family: Georgia,serif; font-size: 10pt;">Attachment A <span style="font-family: Georgia,serif; font-size: 10pt;">-Fill out an envelope <span style="font-family: Georgia,serif; font-size: 10pt;">-Send the letter || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Applications <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Go over apps <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Suggestions || <span style="font-family: Arial,sans-serif; font-size: 10pt;">No School || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Document Letter <span style="font-family: Arial,sans-serif; font-size: 10pt;">Writing <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Different types of letters <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Letters of Complaint
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 6: 2/11-2/15 Focus: Workplace Documents **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.10 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to ||  || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Complete Job

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|US Gov Letter Help] || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Typing and completing <span style="font-family: Arial,sans-serif; font-size: 10pt;">Letter of complaint || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Grammar Bytes

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students compete <span style="font-family: Arial,sans-serif; font-size: 10pt;">By answering questions <span style="font-family: Arial,sans-serif; font-size: 10pt;">On the smart board <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Each student gets 10 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Participation points <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Winning student gets <span style="font-family: Arial,sans-serif; font-size: 10pt;">10 points Extra Credit <span style="font-family: Arial,sans-serif; font-size: 10pt;">And a candy bar [|Grammar Bytes] || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete at least ten <span style="font-family: Arial,sans-serif; font-size: 8pt;">Pages of reading by the <span style="font-family: Arial,sans-serif; font-size: 8pt;">End of the class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete the vocab portion <span style="font-family: Arial,sans-serif; font-size: 8pt;">Of the packet with 100% <span style="font-family: Arial,sans-serif; font-size: 8pt;">Accuracy by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete and discuss <span style="font-family: Arial,sans-serif; font-size: 8pt;">the packet for Pages 1-44 <span style="font-family: Arial,sans-serif; font-size: 8pt;">with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">answer questions from <span style="font-family: Arial,sans-serif; font-size: 8pt;">pages 45-83 by the end <span style="font-family: Arial,sans-serif; font-size: 8pt;">of class with 100% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Give an oral summation of <span style="font-family: Arial,sans-serif; font-size: 8pt;"> the events in the first half of <span style="font-family: Arial,sans-serif; font-size: 8pt;"> the book and complete a question <span style="font-family: Arial,sans-serif; font-size: 8pt;">Guide with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Time <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Discussion || <span style="font-family: Arial,sans-serif; font-size: 9pt;">-Have J find the vocab <span style="font-family: Arial,sans-serif; font-size: 9pt;">Words and complete the <span style="font-family: Arial,sans-serif; font-size: 9pt;">Vocab page of the packet. <span style="font-family: Arial,sans-serif; font-size: 9pt;">-Check to make sure she <span style="font-family: Arial,sans-serif; font-size: 9pt;">Has started to read and <span style="font-family: Arial,sans-serif; font-size: 9pt;">Has at least partially done <span style="font-family: Arial,sans-serif; font-size: 9pt;">The packet for pages 1-44. <span style="font-family: Arial,sans-serif; font-size: 9pt;">-J may have the rest of class <span style="font-family: Arial,sans-serif; font-size: 9pt;">To read or work on the <span style="font-family: Arial,sans-serif; font-size: 9pt;">Projects. || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Check the vocab ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Check progress on <span style="font-family: Arial,sans-serif; font-size: 10pt;">Projects <span style="font-family: Arial,sans-serif; font-size: 10pt;">-J may have the rest of class <span style="font-family: Arial,sans-serif; font-size: 10pt;">To read or work on the <span style="font-family: Arial,sans-serif; font-size: 10pt;">Projects. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Follow-up on project <span style="font-family: Arial,sans-serif; font-size: 10pt;">progress <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Ask if there are any <span style="font-family: Arial,sans-serif; font-size: 10pt;">questions about the book? <span style="font-family: Arial,sans-serif; font-size: 10pt;">-J may have the rest of class <span style="font-family: Arial,sans-serif; font-size: 10pt;">To read or work on the <span style="font-family: Arial,sans-serif; font-size: 10pt;">Projects. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Quiz Time!!! <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have J give an oral summation over the first portion of the book. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have J hand in questions for <span style="font-family: Arial,sans-serif; font-size: 10pt;">Pages 45-83. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-J may have the rest of class <span style="font-family: Arial,sans-serif; font-size: 10pt;">To read or work on the <span style="font-family: Arial,sans-serif; font-size: 10pt;">Projects. || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Essay, Timeline, <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">And Clue List <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">By Tuesday, Jan. 29th || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Complete the packet <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">By Tuesday, Jan. <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">29th. || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Jan 29th is coming! || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Jan 29th…Keep Working! || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Jan 29th will be here before you know!!! __<span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Pages 84-131 are due on Monday!!! __ ||
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 2: 1/14-1/18 Focus: //I Am the Cheese// **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard ||  || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.10 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Class Reading
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Check and Discuss **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Packet section 1-44. **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Homework || <span style="color: #660066; font-family: Arial,sans-serif; font-size: 9pt;">Complete the PPT,

<span style="font-family: Arial,sans-serif; font-size: 10pt;">And Folklore
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 18: FINALS **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 17: 12/10-12/14 Focus: Mythology and Folklore **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to give at least three movie titles that focus on a myth of a god or goddess with 90% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to place at least 10 people on a family tree by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least 1/4th of her project by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least ½ of her project by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least ¾ of her project by the end of class ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Student knowledge on Mythology

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Who are the Gods? How were they <span style="font-family: Arial,sans-serif; font-size: 10pt;">Created?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Who are the most famous and <span style="font-family: Arial,sans-serif; font-size: 10pt;">What movies can they be found staring in?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin going over presentations on gods || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The Family Tree: Who belongs where?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Student and teacher will research to create a family tree || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin Mythology Research Project

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time ||

<span style="font-family: Arial,sans-serif; font-size: 10pt;">And Folklore
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 16: 12/03-12/07 Focus: Mythology and Folklore **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to give at least three movie titles that focus on a myth of a god or goddess with 90% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to place at least 10 people on a family tree by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least 1/4th of her project by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least ½ of her project by the end of class. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to use the class time to complete at least ¾ of her project by the end of class ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Student knowledge on Mythology

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Who are the Gods? How were they <span style="font-family: Arial,sans-serif; font-size: 10pt;">Created?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Who are the most famous and <span style="font-family: Arial,sans-serif; font-size: 10pt;">What movies can they be found staring in?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin going over presentations on gods || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The Family Tree: Who belongs where?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Student and teacher will research to create a family tree || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin Mythology Research Project

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Mythology Work Time ||

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Analyze how complex characters <span style="font-family: Arial,sans-serif; font-size: 8pt;"> (e.g., those with multiple or conflicting <span style="font-family: Arial,sans-serif; font-size: 8pt;"> motivations) develop over the course <span style="font-family: Arial,sans-serif; font-size: 8pt;">of a text, interact with other characters, <span style="font-family: Arial,sans-serif; font-size: 8pt;">and advance the plot or develop the <span style="font-family: Arial,sans-serif; font-size: 8pt;"> theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 Craft and Structure: <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Analyze how an author’s choices <span style="font-family: Arial,sans-serif; font-size: 8pt;"> concerning how to structure a text, <span style="font-family: Arial,sans-serif; font-size: 8pt;"> order events within it (e.g., <span style="font-family: Arial,sans-serif; font-size: 8pt;"> parallel plots), and manipulate <span style="font-family: Arial,sans-serif; font-size: 8pt;"> time (e.g., pacing, flashbacks) <span style="font-family: Arial,sans-serif; font-size: 8pt;"> create such effects as mystery, <span style="font-family: Arial,sans-serif; font-size: 8pt;">tension, or surprise. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 Key Ideas <span style="font-family: Arial,sans-serif; font-size: 8pt;">and Details: <span style="font-family: Arial,sans-serif; font-size: 8pt;">Determine a central <span style="font-family: Arial,sans-serif; font-size: 8pt;"> idea of a text and analyze <span style="font-family: Arial,sans-serif; font-size: 8pt;"> its development over the <span style="font-family: Arial,sans-serif; font-size: 8pt;">course of the text, including <span style="font-family: Arial,sans-serif; font-size: 8pt;"> how it emerges and is <span style="font-family: Arial,sans-serif; font-size: 8pt;"> shaped and refined by specific details; provide an objective summary of the text. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Lesson Plan TBA || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Lesson Plan TBA || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> the events of //Bad Boy// from the beginning of the book to the end <span style="font-family: Arial,sans-serif; font-size: 8pt;"> with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Find literary devices (such as <span style="font-family: Arial,sans-serif; font-size: 8pt;"> parallel plot, packing, tension, <span style="font-family: Arial,sans-serif; font-size: 8pt;"> mystery, etc.) in the text to answer <span style="font-family: Arial,sans-serif; font-size: 8pt;"> test review questions with 90% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete the test with at least 95% correct answers. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Float Days || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Float Days ||
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) FINAL HOLD! COMPLETION OF BAD BOY UNIT: NO LATE WORK WILL BE ACCEPTED BEYOND THIS POINT! **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 15: 11/26-11/30 Focus: Complete //Bad Boy// **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to summarize
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Correct Worksheets || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Oral review for test.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Review: Plot, themes, characters, motives, truth, and opinion || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-Test over //Bad Boy// ||  ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Homework ||  ||   ||   ||   ||   ||


 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 12: 11/05-11/09 Focus: //Bad Boy// **

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Create at least two themes that Myers teaches in his book by creating a poster that demonstrates comprehension and application of the themes || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Find literary devices (such as parallel plot, packing, tension, mystery, etc.) in the text to answer test review questions with 90% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete the test with at least 95% correct answers. ||
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to summarize the events of //Bad Boy// from the beginning of the book through page 101 with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to analyze Walter and the changes that he has undergone since the beginning of the text by using a graphic organizer to chart his success and failure from each chapter. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text Beginning-101

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Work on other Worksheets || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text 101-154

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Go over progress on worksheets and check for comprehension of the text.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Continue to work on remainder of worksheets. All worksheets are due on Wednesday. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text 155-END


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Complete and Correct Worksheets ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Oral review for test.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Review: Plot, themes, characters, motives, truth, and opinion || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">//Go over packet together// ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Homework || -Work on packet || -work on packet || -work on packet || -work on packet ||

media type="custom" key="21350952" <span style="font-family: Arial,sans-serif; font-size: 8pt;">Create at least two themes that Myers teaches in his book by creating a poster that demonstrates comprehension and application of the themes || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Find literary devices (such as parallel plot, packing, tension, mystery, etc.) in the text to answer test review questions with 90% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to <span style="font-family: Arial,sans-serif; font-size: 8pt;">Complete the test with at least 95% correct answers. ||
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">ENG 1 (9th grade) **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 15.5pt;">Week 11: 10/29-11/2 Focus: //Bad Boy// **
 * || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Common Core Standard || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objective || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to summarize the events of //Bad Boy// from the beginning of the book through page 101 with 95% accuracy. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to analyze Walter and the changes that he has undergone since the beginning of the text by using a graphic organizer to chart his success and failure from each chapter. || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Student will be able to
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">In Class || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text Beginning-101

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Work on other Worksheets || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text 101-154

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Go over progress on worksheets and check for comprehension of the text.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Continue to work on remainder of worksheets. All worksheets are due on Wednesday. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Have student summarize the text 155-END


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Complete and Correct Worksheets ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Oral review for test.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Review: Plot, themes, characters, motives, truth, and opinion || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Begin with 5 min journal

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-Test over //Bad Boy// || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">ARE DUE WEDNESDAY! || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-ALL WORKSHEETSARE DUE WEDNESDAY! || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-Test on Friday || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-Test on Friday ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Homework || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">-ALL WORKSHEETS

**Week 10: 10/22-10/26 Focus:COMPLETE AND TEST OVER MONSTER**
=**ENG 1**=
 * Assignments subject to change! **

**Week 8: 10/15-10/19 Focus:COMPLETE AND TEST OVER MONSTER**
through page 161
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * In Class || -Review Text

-Work on Worksheets || -Review Text pages 162-222

-Work on Worksheets || -Review Text pages 222-End

-Correct Worksheets

-**LAST DAY TO SUBMIT WORK** ARE DUE WEDNESDAY! || -ALL WORKSHEETS ARE DUE WEDNESDAY! || -Test on Friday || -Test on Friday ||  ||
 * FOR MID-TERM GRADES!** || -Review for Exam || -Monster Test ||
 * Homework || -ALL WORKSHEETS
 * Resources ||  ||   ||   ||   ||   ||

Week 7: 10/8-10/12 Focus: //Monster//
|| [|Walter Dean Myers] || ||   ||   || =//Monster//= media type="custom" key="24044126"media type="custom" key="24044160"media type="custom" key="24044188" =//**[|American Folklore]**//= =//**The Outsiders**//= //**[|colors of the Outsiders]**// //**[|The Outsiders Official Web Page] [|SE HINTON]**// //**[|Book Rags]**// //**[|Cliffs Notes]**// media type="custom" key="20636381" [|The Outsiders Quiz Game] [|Book Quiz Game]
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * In Class || **-No School** ||  ||   ||   ||   ||
 * Homework || [[file:Monster story map.docx]] || [[file:Compare Contrast Student Copy.pdf]] || [[file:Biopoem.pdf]] || [[file:Thematic Bibliography.pdf]] ||   ||
 * Resources || [[file:Vocabulary Student Copy.pdf]]