M: The students will take Nine Weeks Test.
T: The students will read and identify rhetorical devices in The Declaration of Independence, pg. 140.
W: Junior students will take the PSAT.
Th: The students will define epistle and read Letters from an American Farmer, pg. 198.
F: The students will view the second installment of Gone with the Wind, and identify three types of survival portrayed in it.
M: The students will complete the nine weeks test.
T: The students will complete the American Dream test.
W: Junior students will take the PSAT.
Th: The students will view the final installment of Colonial House.
F: The students will complete the SAT-based vocabulary lesson 8 From Sunny Spain.
M & T: The students will be introduced to the Revolutionary Literature unit, red classroom set, pgs. 120 – 125. Patrick Henry biography, pg. 99. Discuss literary terms allusion, parallelism, rhetorical question.
W: The students will read Speech in the Virginia Convention, pgs. 101 – 103.
Th: The students will review for the nine weeks test, to be given Tues, Oct. 13
F: The students will complete the SAT-based vocabulary QUACK! Lesson 2.
M: Distribute SAT-based Vocabulary 5; due Thursday. Notes on the American Dream.
T: Define “narrative” and “historical narrative.” Classroom set red The American Experience, read Capt, John Smith biography, pg. 64 and introduce selected vocabulary and footnotes.
W: Introduce “Interest Grabber” pg. 65 and read from The General History of Virginia, pgs. 67 – 70. Literary focus to be on Smith’s purpose in creating the narrative account and his objective in doing so.
Th – F: The students will write drafts for a eulogy for Captain John Smith, with the point of view of a Jamestown settler.
M: School Holiday
T: The students will read the Fredrick Douglass biographical information pg. 519. Slave narrative will be defined and discussed. The students will read an excerpt from My Bondage and My Freedom; discussion and notes. Assignment: My Bondage and My Freedom Vocabulary Builder and Content exercise, due Thursday.
W: The teacher will lead discussion and question students in preparation for a test over the 1492 – 1750 literary introduction material: Journal of the First Voyage to America, The Earth on Turtle’s Back, Journey Through Texas, and My Bondage and My Freedom to be given Tuesday, September 15.
Th: My Bondage & My Freedom Vocabulary & Content exercise due. Lesson on Native American and Anglo influences in American English. Assignment: the students will research U.S. state names to determine which ones are Native American.
F: QUACK! SAT-based vocabulary Lesson 1 video and exercise. Due at end of class.
M: School Holiday
T:Announce Rhetoric Test for Thursday, September 17. Assign extra-credit project due Oct. 1 for A.P. literary terms test. Teacher-generated notes on the three tenets of the American Dream. Define narrative and historical narrative. Read Captain John Smith biographical sketch, pg. 64 and introduce selection vocabulary and footnotes.
W: Postcards from Summer Reading due.(test grade)
W – F: The students will present their rhetorical analysis of selected editorial cartoons to the class. (test grade)
Th: SAT-based vocabulary lesson 3 due.
M: Summer Reading Test breakdown. The students will be introduced to the Art of Rhetoric unit. Notes and discussion.
T: Reading Survey due. Notes and discussion of the Rhetorical Appeals. Analysis of editorial cartoons and the rhetorical appeals utilized by the cartoonists.
W: The students will research and and choose individual editorial cartoons in the computer lab.
Th: SAT Vocabulary Lesson 2 due. Assignment requirements of rhetoric project: editorial cartoon analysis and presentation.
F: Timed Universal Screening.
M: The students will read background information of the Onandaga tribe, pg. 19. Literary terms myth and origin myth will be defined and discussed. The class will read The Earth on Turtle’s Back, pages 20 – 23. Notes and discussion. Summarizing Texts exercise.
T: A Journey Through Texas. Introduce vocabulary, pg. 46 and exploration narrative literary term. Read Cabeza de Vaca biographical sketch, pg. 47. Read selection pgs. 48 – 51 and complete Critical Reading questions 1 – 3, pg. 54.
W: Students will view the SAT-based vocabulary video, QUACK! Lesson 1 and complete its accompanying 40-question exercise.
Th & F: Discussion of history of the totem pole and continuation of Native American mythology. Given an outline of a totem pole, the students will design a five-part personal totem pole, with each section representing him-/herself, the family, school, hobby and goals, with written commentary for each section. Totem will be a test grade.
NOTE: For the first week of school, classroom procedures will be discussed briefly each day at the beginning of class. The remainder of the class period will focus on academics.
English III Topics: What makes American literature American? The Exploration Journal, SAT-Based Vocabulary
M & T: The students will read pages 4 – 8 and will discuss and take notes over the initial influences on American literature.
W: The students will read the Columbus biography on page 12 and be introduced to the selection vocabulary on pgs. 15 and 27. Notes and discussion of journal. Read from Journal of the First Voyage to America and complete Summarizing Texts exercise.
Th: The students will view lesson 1 of QUACK! SAT-based vocabulary and complete its accompanying 40-question exercise.
F: The students will assume the identify of Diego, one of Columbus’ crew members and write a one- to two-page journal entry recording his impressions of the first voyage to America.