The Crucible
M – W: The students will view The Crucible motion picture, comparing and contrasting the play to the screenplay, both of which were written by Arthur Miller.
W: Why I Wrote “The Crucible” commentary analysis due.
Th: The students will demonstrate knowledge of The Crucible in a major test.
F: The students will complete the SAT-based vocabulary exercise, QUACK! Lesson 5.
To Kill a Mockingbird
M & T: Student-Led Learning Project: Given an assigned section of the novel, the students will select appropriate defined vocabulary, a five-point outline, and will lead a class discussion of setting, characterization, and theme over their assigned section.
W: The students will complete a Learning Experiences chart for the characters Scout and Jem in the novel.
Th: The students will complete the Nine Weeks Test.
F: The students will begin the review for the semester exam.
To Kill a Mockingbird
M: Student-led learning will be conducted for pages 45 – 59 of the novel. Ten-question quiz and key, vocabulary, and five-point discussion outline due. Presenter will lead discussion. Vocabulary for pages 60 – 74 will be distributed.
T: Same as above for pages 60 – 74. Vocabulary for pages 75 – 50 will be distributed.
M: The students will complete SAT-based vocabulary lesson 11.
T: The students will take notes on and discuss the first-person narrative technique used in To Kill a Mockingbird. Distribute chapter 1 vocabulary and assign pages 3 – 15 to be read for Wednesday.
W: The students will complete a ten-question quiz over pages 3 – 15 of To Kill a Mockingbird and discuss specific examples of setting and characterization. Distribute pages 15 – 27 vocabulary; those pages are to be read for Thursday.
Th: Student – led learning will be conducted for pages 15 – 27; ten-question quiz and key, and five-point discussion outline due. Presenter will lead discussion. Distribute pages 28 – 44 vocabulary.
F: Student-led learning will be conducted for pages 28 – 44; ten-question quiz and key, and five-point discussion outline due. Presenter will lead discussion. Distribute pages 45 – 59 vocabulary.
M: The students will begin the Puritan Influence Unit. Notes and discussion of literary term sermon. They will read Jonathan Edwards biographical info pg. 85 Homework due Tuesday, Sept. 15: bring the lyrics of your favorite love song. Discussion of fire drill and shelter in place emergency procedures.
T: The students will complete the Meeting of Cultures test.
W: The students will read Sinners in the Hands of an Angry God and identify imagery and main points.
Th: The students will take the ASVAB and be introduced to the theme of survival in Gone with the Wind.
F: The students will view the first installment of Gone with the Wind, noting examples of how the characters survive with the changed Southern culture.
M – W: The students will present to the class the analysis they have prepared for two editorial cartoons, to include attribution, subject and evidence, point cartoonist is attempting to make, tone, and rhetorical appeal.
Th: The student will take the ASVAB.
F: The students will complete the Rhetoric Unit Test.