M: The students will complete a review for the A Nation is Born unit test.
T: The students will be introduced to rhetoric and Aristotle’s Rhetorical Triangle. Notes and Discussion.
W: The students will be introduced to the three rhetorical appeals. Notes and discussion.
Th: The students will complete the A Nation is Born test.
F: The students will view Lesson Four of the QUACK! SAT-based vocabulary video and complete its 40-question exercise.
M: The students will define charged words and will note and discuss the persuasive structure of the Declaration of Independence. Assignment: Using the Latin Word Pairs -rect and -tude. Due Thursday.
T: Graded papers will be returned to the students and filed. For the remainder of the period, the students will have a work day.
W: The students will complete the SAT-based vocabulary Lesson 6 Mythology.
Th: The students will read the Declaration of Independence and identify charged words and persuasive devices. Monday’s assignment due.
F: The students will read and persuasively analyze The Crisis, Number One.
M: The students will complete a timeline covering the events and literature of the literary era 1750 – 1800.
T: The students will be introduced to the literature of the American Revolution. Notes and discussion.
W: The students will read Patrick Henry”s Speech to the Virginia Convention and identify examples of parallelism and restatement. Notes and discussion.
Th: The students will review for the nine weeks test to be given Tuesday, Oct. 18.
F: The students will view the final installment of Colonial House documentary to verify the results of its prior predicting outcomes lesson.
M: The students will complete a timeline on the events and literature of 1750 – 1800.
T: The students will read Letters from an American Farmer, pgs. 193 – 197. Notes and discussion of epistle and author’s representation of America as a melting pot.
W: The students will write a two-page essay on how the three tenets of the American Dream are presented in Letters from an American Farmer.
Th: The students will review for the nine-weeks test.
F: To conclude the colonial literature unit, the students will view the first installment of the documentary, Colonial House.
The Great Gatsby
M: The students will read pages 85 – 96; notes and discussion the the waining significance of the green light in Gatsby’s life.
T: The students will read pages 97 – 111; notes and discussion on the validity of Gatsby’s previous autobiography. Compete chapter six study guide.
W: The students will read pages 112 to 122 and complete the Twenty Questions exercise.
Th: The students will complete SAT vocabulary Lesson 19 Of Loves, Hates, and Fears.
F: The students will view an installment of Gone with the Wind, noting examples of survival.
The Crucible
M: The students will read pages 44 – 46. The students will complete the Act I study guide.
T: Notes and discussion on internal and external conflict.
W: The students will complete a test on the factors contributing to the Salem witch hysteria.
Th: Notes and discussion on the tragic hero and the existing conflicts in 1692 Salem. The students will read pages 47 – 59, focusing on the conflict within the Proctor’s marriage.
F: The students will read pages 60 – 76.
The Crucible
M: The students will be introduced to the contributing factors of the witch hysteria that swept Salem, Massachusetts the winter of 1692. Notes and discussion.
T: The students will complete the A.P. Literary Terms Test, J – Z.
W: Mrs. Donna Jennings will be in all classes assisting the students with ACT preparation.
Th: The students will be introduced to the Act I vocabulary of The Crucible and will read and discuss pages 3 – 7.
F: Mrs. Donna Jennings will be in all classes assisting the students with schedules for the 2016 – 2017 school year.
M & T: The students will finish reading the allegory, Young Goodman Brown.
W & Th: The students will identify and interpret five faith allegorical statements from Young Goodman Brown.
F: The students will compete SAT-based vocabulary lesson 18 Words with Tales Attached.
M & T: The students will view the motion picture To Kill a Mockingbird, and note particular statements for later critique of diction and syntax. M: Lesson Learned in TKAM Chart due.
W: Early Release
Th: The students will view Atticus’s closing argument in the motion picture and complete an exercise evaluating the clarity and coherence of its message on the audience.
F: The students will complete the SAT-based vocabulary Lesson 16.
M: School Holiday
T: The students will complete the TKAM pgs. 272 – 281 quiz and the 11th grade ELA Benchmark Exam.
W: TKAM Student-Led Learning Project: Discussion of TKAM pages 272 – 281 will include the following points:
TKAM Learning Chart Due Friday
Th & F: The students will view the motion picture, To Kill a Mockingbird, evaluating how messages presented reflect social and cultural views.