WEEK ONE-- SEPTEMBER 4-6
MONDAY-- NO SCHOOL
TUESDAY-- TEACHERS RETURN/NO STUDENTS
WEDNESDAY-- Welcome back! Today was an introductory day-- we discussed the syllabus, course expectations, grading and attendance policies, etc. I distributed the Teacher/Parent Contract (due Friday) and the Student Introductory Assignment (also due Friday).
THURSDAY-- We discussed summer reading (yellow sheets due 9/11) and the summer reading essay (you'll need novels in class starting 9/16). We began discussing Native American Mythology (creation, origin, totem, trickster, etc.). We began reading "How the World Was Made".
FRIDAY-- We finished reading "How the World Was Made" as a whole group. Students then worked in small groups to read "The Sky Tree". They selected a prominent scene from one of the texts, and using detailed imagery, illustrated said scene. They then answered questions 1-10 in complete sentences on page 52.
WEEK TWO-- SEPTEMBER 9-13
MONDAY-- The students completed Part One of Chapter One Vocabulary. I gave the students twenty minutes in their groups to complete the assignment from Friday. There was an objective quiz on Native American Mythology.
TUESDAY-- The students completed their 2019-2020 Benchmark Assessment-- a district level assessment which gauges growth and standard achievement over the course of the school year.
WEDNESDAY-- The students completed Part II of Chapter One Vocabulary. They had the remainder of the period to complete the Benchmark Assessment.
THURSDAY-- We met in the Library Media Center Lab to begin a mini-research lesson on Native American Tribes. We discussed the assignment requirements, visited the Purdue OWL Website as a review of the MLA citation process, and students began selecting and printing credible sources.
FRIDAY-- The students completed their Chapter One Vocabulary quizzes. They had the remainder of the period to select and print at least three credible sources. They began drafting their research papers and generating Works Cited Pages. Final draft is due next Wednesday, September 18th.
WEEK THREE-- SEPTEMBER 16-20
MONDAY-- The students completed Part One of Chapter 2 Vocabulary. I then introduced the Colonial Period and Cabeza de Vaca-- we focused on authorial bias and voice as well as reviewed primary and secondary sources. We began reading the narrative of de Vaca's journey, "La Relacion"..
TUESDAY-- We continued to actively read De Vaca's "La Relacion", focusing of rhetorical techniques and bias. Students
WEDNESDAY-- The students completed Part II of Chapter 2 Vocabulary. We had a visitor from the CHS Counseling Center. We discussed the PSAT Exam. Students had the remainder of the period to complete their Cabeza de Vaca assignment.
THURSDAY-- There was a brief, objective quiz on De Vaca's narrative. I then distributed assessment folders and grade prediction sheets. Students received all of their graded assignments for storage in their assessment folders. They completed their grade logs.
FRIDAY-- PICTURE DAY-- SMILE PRETTY! The students completed their Chapter 2 vocabulary quiz.
WEEK FOUR— SEPTEMBER 23-27
MONDAY— Students completed Chapter Three Vocabulary Part One. They had the class period to work on Character Analysis Essays.
TUESDAY— Ms. J absent. The students finalized Character Analysis Essays. Due tomorrow.
WEDNESDAY— The students completed Part Two of Chapter 3 vocabulary. I introduced William Bradford, plain style, and “Of Plymouth Plantation”. We read “Chapter 9” and began active reading questions.
THURSDAY— Half Day (No junior classes!)
FRIDAY— The students completed their Chapter Three Vocabulary Quiz. We then finished reading “Of Plymouth Plantation”. The students answered the guided reading questions. Abbreviated schedule due to homecoming pep rally. There will be a quiz Monday on the text. Any questions that weren’t completed will be due Monday, as well.
WEEK FOUR--SEPTEMBER 30-OCTOBER 4
MONDAY-- The students completed Part One of Chapter Four Vocabulary. There was an objective quiz on "Of Plymouth Plantation". We spent a few minutes reviewing poetry terms (simile, metaphor, anastrophe/inversion, line, and stanza). I then introduced Anne Bradstreet and two of her poems: "To My Dear and Loving Husband and "Upon the Burning of Our House".
TUESDAY-- We read the two poems together and explicated them. We highlighted elements of plain style and Puritan influence. The students then had the remainder of the period to work in small groups to answer the review questions and generate an analysis of the imagery and text of the poem.
WEDNESDAY-- The students completed Part Two of Chapter Four Vocabulary. They had the remainder of class to work within their groups on the imagery and analysis assignment (both due tomorrow). I spent the remainder of the period returning graded work. We went over correct answers to prior literature quizzes and held mini-conferences about mid-marking grades.
THURSDAY-- Students turned in their imagery analysis and review questions. We reviewed the two poems, and the students completed an objective quiz on the two selections. I introduced Jonathan Edwards and his sermon "Sinners in the Hands of an Angry God". We highlighted persuasive techniques such as loaded words, connotation vs. denotation, fear tactics, and vivid imagery.
FRIDAY-- Ms. J Out. The students completed their quiz on Chapter 4 Vocabulary. They had the remainder of class to read silently from a their chosen novel.
WEEK FIVE-- OCTOBER 7-11
MONDAY-- Ms. J Out. The students completed Part One of Chapter Five Vocabulary. They had the remainder of the period to read Jonathan Edwards sermon, "Sinners in the Hands of an Angry God". Upon completion they were able to work on analysis questions.
TUESDAY-- We went through Edwards' sermon-- highlighting examples of his rhetorical strategies. I allowed the students time to complete their analysis questions.
WEDNESDAY-- Students completed Part II of Chapter Five Vocabulary. I then passed back assessment folders, and we went over correct answers two Unit One Quizzes-- making test corrections as we went along. I then distributed the Study Guide for the Age of Exploration and Colonialism Unit Exam.
THURSDAY-- Students completed Chapter Five Vocabulary Quizzes. I began introducing Arthur Miller's play, The Crucible. We highlighted the influence of Puritan society and superstition on the text.
FRIDAY-- Students completed the Age of Exploration and Colonialism Unit Exam. Upon completion, I continued background on The Crucible. We discussed Senator Joseph McCarthy and McCarthyism as well as the playwright himself, Arthur Miller.
WEEK SIX-- OCTOBER 14-18
MONDAY-- NO SCHOOL (Columbus Day)
TUESDAY-- As an introduction to The Crucible we read two articles: "How to Spot a Witch" and "Witchcraft or Psychedelic Trip?" We also viewed a slideshow which highlighted interrogation techniques and strategies to "find" witches. Finally, students were assigned small groups to analyze a poem by Margaret Atwood.
WEDNESDAY-- Students worked in their small groups to explicate and analyze their section of Atwood's poem. They also have review questions to answer. Students will present their findings in the form of a google slides presentation beginning Friday.
THURSDAY-- Students had the entire poem to work on their group poetry explication and analysis.
FRIDAY-- Students began presenting their poetry explications via google slides. Groups who did not have the opportunity to present today will do so on Monday.
MONDAY-- NO SCHOOL
TUESDAY-- TEACHERS RETURN/NO STUDENTS
WEDNESDAY-- Welcome back! Today was an introductory day-- we discussed the syllabus, course expectations, grading and attendance policies, etc. I distributed the Teacher/Parent Contract (due Friday) and the Student Introductory Assignment (also due Friday).
THURSDAY-- We discussed summer reading (yellow sheets due 9/11) and the summer reading essay (you'll need novels in class starting 9/16). We began discussing Native American Mythology (creation, origin, totem, trickster, etc.). We began reading "How the World Was Made".
FRIDAY-- We finished reading "How the World Was Made" as a whole group. Students then worked in small groups to read "The Sky Tree". They selected a prominent scene from one of the texts, and using detailed imagery, illustrated said scene. They then answered questions 1-10 in complete sentences on page 52.
WEEK TWO-- SEPTEMBER 9-13
MONDAY-- The students completed Part One of Chapter One Vocabulary. I gave the students twenty minutes in their groups to complete the assignment from Friday. There was an objective quiz on Native American Mythology.
TUESDAY-- The students completed their 2019-2020 Benchmark Assessment-- a district level assessment which gauges growth and standard achievement over the course of the school year.
WEDNESDAY-- The students completed Part II of Chapter One Vocabulary. They had the remainder of the period to complete the Benchmark Assessment.
THURSDAY-- We met in the Library Media Center Lab to begin a mini-research lesson on Native American Tribes. We discussed the assignment requirements, visited the Purdue OWL Website as a review of the MLA citation process, and students began selecting and printing credible sources.
FRIDAY-- The students completed their Chapter One Vocabulary quizzes. They had the remainder of the period to select and print at least three credible sources. They began drafting their research papers and generating Works Cited Pages. Final draft is due next Wednesday, September 18th.
WEEK THREE-- SEPTEMBER 16-20
MONDAY-- The students completed Part One of Chapter 2 Vocabulary. I then introduced the Colonial Period and Cabeza de Vaca-- we focused on authorial bias and voice as well as reviewed primary and secondary sources. We began reading the narrative of de Vaca's journey, "La Relacion"..
TUESDAY-- We continued to actively read De Vaca's "La Relacion", focusing of rhetorical techniques and bias. Students
WEDNESDAY-- The students completed Part II of Chapter 2 Vocabulary. We had a visitor from the CHS Counseling Center. We discussed the PSAT Exam. Students had the remainder of the period to complete their Cabeza de Vaca assignment.
THURSDAY-- There was a brief, objective quiz on De Vaca's narrative. I then distributed assessment folders and grade prediction sheets. Students received all of their graded assignments for storage in their assessment folders. They completed their grade logs.
FRIDAY-- PICTURE DAY-- SMILE PRETTY! The students completed their Chapter 2 vocabulary quiz.
WEEK FOUR— SEPTEMBER 23-27
MONDAY— Students completed Chapter Three Vocabulary Part One. They had the class period to work on Character Analysis Essays.
TUESDAY— Ms. J absent. The students finalized Character Analysis Essays. Due tomorrow.
WEDNESDAY— The students completed Part Two of Chapter 3 vocabulary. I introduced William Bradford, plain style, and “Of Plymouth Plantation”. We read “Chapter 9” and began active reading questions.
THURSDAY— Half Day (No junior classes!)
FRIDAY— The students completed their Chapter Three Vocabulary Quiz. We then finished reading “Of Plymouth Plantation”. The students answered the guided reading questions. Abbreviated schedule due to homecoming pep rally. There will be a quiz Monday on the text. Any questions that weren’t completed will be due Monday, as well.
WEEK FOUR--SEPTEMBER 30-OCTOBER 4
MONDAY-- The students completed Part One of Chapter Four Vocabulary. There was an objective quiz on "Of Plymouth Plantation". We spent a few minutes reviewing poetry terms (simile, metaphor, anastrophe/inversion, line, and stanza). I then introduced Anne Bradstreet and two of her poems: "To My Dear and Loving Husband and "Upon the Burning of Our House".
TUESDAY-- We read the two poems together and explicated them. We highlighted elements of plain style and Puritan influence. The students then had the remainder of the period to work in small groups to answer the review questions and generate an analysis of the imagery and text of the poem.
WEDNESDAY-- The students completed Part Two of Chapter Four Vocabulary. They had the remainder of class to work within their groups on the imagery and analysis assignment (both due tomorrow). I spent the remainder of the period returning graded work. We went over correct answers to prior literature quizzes and held mini-conferences about mid-marking grades.
THURSDAY-- Students turned in their imagery analysis and review questions. We reviewed the two poems, and the students completed an objective quiz on the two selections. I introduced Jonathan Edwards and his sermon "Sinners in the Hands of an Angry God". We highlighted persuasive techniques such as loaded words, connotation vs. denotation, fear tactics, and vivid imagery.
FRIDAY-- Ms. J Out. The students completed their quiz on Chapter 4 Vocabulary. They had the remainder of class to read silently from a their chosen novel.
WEEK FIVE-- OCTOBER 7-11
MONDAY-- Ms. J Out. The students completed Part One of Chapter Five Vocabulary. They had the remainder of the period to read Jonathan Edwards sermon, "Sinners in the Hands of an Angry God". Upon completion they were able to work on analysis questions.
TUESDAY-- We went through Edwards' sermon-- highlighting examples of his rhetorical strategies. I allowed the students time to complete their analysis questions.
WEDNESDAY-- Students completed Part II of Chapter Five Vocabulary. I then passed back assessment folders, and we went over correct answers two Unit One Quizzes-- making test corrections as we went along. I then distributed the Study Guide for the Age of Exploration and Colonialism Unit Exam.
THURSDAY-- Students completed Chapter Five Vocabulary Quizzes. I began introducing Arthur Miller's play, The Crucible. We highlighted the influence of Puritan society and superstition on the text.
FRIDAY-- Students completed the Age of Exploration and Colonialism Unit Exam. Upon completion, I continued background on The Crucible. We discussed Senator Joseph McCarthy and McCarthyism as well as the playwright himself, Arthur Miller.
WEEK SIX-- OCTOBER 14-18
MONDAY-- NO SCHOOL (Columbus Day)
TUESDAY-- As an introduction to The Crucible we read two articles: "How to Spot a Witch" and "Witchcraft or Psychedelic Trip?" We also viewed a slideshow which highlighted interrogation techniques and strategies to "find" witches. Finally, students were assigned small groups to analyze a poem by Margaret Atwood.
WEDNESDAY-- Students worked in their small groups to explicate and analyze their section of Atwood's poem. They also have review questions to answer. Students will present their findings in the form of a google slides presentation beginning Friday.
THURSDAY-- Students had the entire poem to work on their group poetry explication and analysis.
FRIDAY-- Students began presenting their poetry explications via google slides. Groups who did not have the opportunity to present today will do so on Monday.