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-Get the last 5 vocabulary words. Practice these with fill-in-the-blanks.
-Work on essay

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-Outline due Friday
-Finish writing thesis
-Write claims
-Finish finding evidence

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-Make sure you have 2-3 main ideas (claims) for your essay, and begin finding evidence.
-Take notes on Thesis Writing, and begin working on your thesis (in Google Classroom)

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-Quiz over Act IV + Vocab
-Begin writing outline: we will get through generating ideas, writing basic claim ideas, and starting to find evidence. The Power Point is in Google Classroom.

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-Finish reading The Crucible.
Turn in 2 paragraphs:
-In a paragraph, respond to how you feel about the end of the play.
-In a second paragraph, summarize how you would end the play differently. This can be by adding a 5th act, or changing something within the current acts that would impact the rest of the play.

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-Vocabulary Practice
-Read Act IV through page 130 https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

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-Vocabulary Practice
-Partner Questions (due in Google Classroom)
-Act III Quiz
-Choose an essay prompt (in Google Classroom)

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Vocabulary Practice

Finish reading Act III

You’re either reading a part, OR

Finding a piece of evidence defining a character

https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

Begin Partner Discussion Questions

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Independent Reading

In your Writing Section: Practice with Vocab

Continue reading Act III through page 113.

You’re either reading a part, OR

Finding a piece of evidence defining a character

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Dec. 3rd (1st, 4th periods), Dec. 4th (7th period)

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Dec. 3rd (1st, 4th periods), Dec. 4th (7th period)

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Go over vocab words and grade sentences. You will need to get these definitions written down in your notes.

Begin Act III.
Read to page 98. https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

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1. 50-word story about a moment from break.
Watch the first part of the film version of The Crucible.
2. A paragraph comparing the film and play.
#1 and #2 are both due.

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Quiz over Acts 1 and 2.
Write a paragraph to be turned in (on paper) for a grade.

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-Finish Vocab Cards
-Finish Act II

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Nov. 18th (1st and 4th periods), Nov. 19th (7th period)

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Nov. 18th (1st and 4th periods), Nov. 19th (7th period)

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Read through page 72. https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf
Begin vocab work with partner (in Google Classroom). If you missed, choose one of the words and do the work for Partner 2.

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-Who is the most to blame in Act I? -short, informal paragraph
-Quiz over Act I - you will need to make this up if you missed class.
-Background notes on the play (in Google Classroom, to be turned in with the notes)
-Read through page 59. https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

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Nov. 13th (periods 1, 4) and Nov. 14th (7th period)

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Nov. 13th (periods 1, 4) and Nov. 14th (7th period)

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Finish Act I (pg. 48): https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

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Read to page 36 (https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf)

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Nov. 7th (periods 1, 4), Nov. 8th (period 7)

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Nov. 7th (periods 1, 4), Nov. 8th (period 7)

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Learning Target:  Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Agenda:

•Go to library to get your book.

•Background Info

•Assign Roles

•Read the opening of the play to page 15 (https://esprdg.cscmonavenir.ca/files/2013/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf)

•Start working on Character Chart (in Google Classroom)

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LAST DAY FOR YOUR SHORT STORIES TO BE TURNED IN TO TURNITIN.COM.

Learning Target: Identify a central argument in a text, and use evidence to support your idea.

Agenda:

-Comma work

-Dan Ariely’s TED Talk “Are We In Control of Our Own Decisions?”

-Write a claim and find 3 pieces of evidence.

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Learning Target: Analyze the causes and impacts of hysteria on groups of people using The Twilight Zone episode "The Monsters are Due on Maple Street."

Agenda:

Independent Reading

Complete the “Exploring Hysteria” analysis (in Google Classroom)

Small Group Discussion Questions (due in Google Classroom)

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Learning Target: Analyze the causes and impacts of hysteria on groups of people using The Twilight Zone episode "The Monsters are Due on Maple Street."

Agenda:

Independent Reading

Watch “The Monsters are Due on Maple Street”

Complete the “Exploring Hysteria” analysis (in Google Classroom)

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Finish short stories.
Submit to turnitin.com.
Remember to visit the assignment sheet in Google Classroom to see what you'll be graded on.

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-Independent Reading
-10 minutes to finish partner outlines and turn in to Google Classroom.
-Go over the assignment sheet for Essay #1 (in Google Classroom)
-Work time for Essay #1 (will be due on Wednesday).

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Learning Target: Use the 3 criteria for understanding a dystopia to explain the message of "There Will Come Soft Rains"
Agenda:

-Independent reading
-Partner Outline (the skeleton of it is in Google Classroom, and it is due in Google Classroom)

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Learning Target: Use the 3 criteria for understanding a dystopia to explain the message of "There Will Come Soft Rains"
Agenda:

-Partner Outline (the skeleton of it is in Google Classroom, and it is due in Google Classroom)

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Learning Target: Determine a theme or central idea of a text and analyze, in detail, its development over the course of the text.

Agenda:

-Independent Reading

-Response Questions

-Venn diagram with a partner

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Objective: create an organization that establishes clear relationships among claim(s), reasons, and evidence.
Agenda:
•Read your books.

•Mini-lesson: context (in Google Classroom)

•The most amazing paragraph you’ve ever written - due in Google Classroom.

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Agenda:

-Independent reading

-Sensory Details practice
-Setting and Mood

-20 minutes to work on your short story

-First read of “There Will Come Soft Rains” by Ray Bradbury

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Objective: create an organization that establishes clear relationships among claim(s), reasons, and evidence.
Agenda:
•Read your books.

•Mini-lesson: context (in Google Classroom)

•The most amazing paragraph you’ve ever written - due in Google Classroom.

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Objective: create an organization that establishes clear relationships among claim(s), reasons, and evidence.
Agenda:
•Read your books.

•Mini-lesson: reasoning (in Google Classroom)

•The most amazing paragraph you’ve ever written - due in Google Classroom.

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1st and 4th periods:
Objective: create an organization that establishes clear relationships among claim(s), reasons, and evidence.
Agenda:
•20 minutes to finish partner outlines from Thursday (due in Google Classroom), or read your books.

•Mini-lesson: context (in Google Classroom)

•The most amazing paragraph you’ve ever written - getting started. Need the assignment sheet from me.

7th period:
Learning Target: Determine a theme or central idea of a text and analyze, in detail, its development over the course of the text
Agenda:

-Independent Reading OR finishing the questions (as best you can) from yesterday.

-3 criteria of a dystopia

-Partner Outline

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Independent Reading
Work on writing your Short Story

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Learning Target: Determine a theme or central idea of a text and analyze, in detail, its development over the course of the text
Agenda:

-Independent Reading OR finishing the questions (as best you can) from yesterday.

-3 criteria of a dystopia

-Partner Outline

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Learning Target: Determine a theme or central idea of a text and analyze, in detail, its development over the course of the text
Agenda

Read “Once Upon a Time”

Answer the questions in Google Classroom.

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-Independent Reading
-Revisiting Story Structure
-Organizing your short story based off of the structure of stories

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Learning Target: Improve your writing through the use of sensory details.
Agenda:

Independent Reading

Writing with sensory details (took notes)

Work time - short story

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Learning Target: Cite strong and thorough textual evidence to support analysis of a text

Partner Discussion of “#12 Looks Just Like You” - due in Google Classroom

Each answer should have a claim (your 1-2 sentence answer to the question) and 2-3 pieces of evidence (listed with bullet points).

1. Why doesn’t Marilyn want the transformation?

2. Why does everyone else want the transformation?

3. What happens to Marilyn at the end? Physically she is transformed, but what else can you say about her change? Why do you think this is?

4. Who are the heroes in this episode? How do you know?

5.  Respond to this idea:
In the end, Marilyn is clearly happy with her transformation. Therefore, we should conclude that the message of this text is to go along with the majority, and believe that outer beauty will make us happy.

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Learning Target: Write arguments to support claims using valid reasoning and relevant and sufficient evidence.

15 minutes of reading

New section in your Notes titled "Formatting." This is its own page.

Reasoning section of paragraph.

Finish "Harrison Bergeron" Paragraph - Turn in to Google Classroom

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Agenda:

15 Minutes of reading

Short Story Writing

Watch the Twilight Zone episode "#12 Looks Just Like You" - How is it a dystopia? What seems to be the message?

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Learning Target: Write arguments to support claims using valid reasoning and relevant and sufficient evidence.

Agenda:

15 Minutes of reading

Short Story Writing

Group Discussion - (turn in responses)

Paragraph Writing - instructions in the presentation in Google Classroom - turn in claim, evidence 1 and 2 with context written out (the whole paragraph except your reasoning).

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Learning Target: Determine a theme of a text, and cite specific evidence to support your idea.

15 minutes of reading

Short Story Writing

Discussion on the message

Paragraph Outline - What's the message of this story? (1 claim, 2-3 pieces of evidence).

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Learning Target: Understand and identify characteristics of a dystopia in “Harrison Bergeron.”
•15 minutes of reading

•Reading “Harrison Bergeron” & looking for dystopian elements.

•Explain, in a paragraph outline, how this short story fits the genre of a Dystopia. (1 claim, 2-3 pieces of evidence).

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Learning Target: Understand and identify characteristics of a dystopia.

-Independent Reading
-Syllabus (needs to be signed)
-Discussing and taking notes on Utopias and Dystopias
-Anticipation guide (you'll need to get this)

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Diagnostic Essay (due)

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Book Talks and Reflections on English classes (due)

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Writing 100-Word Memoirs (due)