M: The students will begin a review for The American Dream (Colonial Literature) Test.
T: Graded papers will be returned to the students and they will use the remainder of the class period to prepare for the American Dream test.
W: The students will complete the SAT-based vocabulary Lesson 6 Mythology. Letters from an American Farmer essay due.
Th: The students will view the final installment of the PBS documentary, Colonial House.
F: The students will complete the American Dream Test.
M: Introduction to Gone with the Wind: “It’s not about the Civil War, it’s about people with gumption.” Margaret Mitchell’s approach to her masterpiece.
T: Administration of ACT college entrance exam.
W & Th: The students will be in the Plato Lab writing their comparison papers over Our Town and White Oak.
F: SAT-based vocabulary Lesson 5: Jobs and Professions.
M – Th: To extend a summer reading assignment, the students will view the play, Our Town, in preparation for writing a comparison paper over 20th-century Grover’s Corner, New Hampshire and 21st-century White Oak, Texas.
F: The students will be in the computer lab preparing a draft of their summer reading comparison paper.
M: The students will complete the English Universal Screener; notes and discussion of Aristotle’s Rhetorical Triangle and rhetorical appeals.
T: Distribute SAT Vocabulary 2. Analysis of editorial cartoons and the rhetorical appeals used by the cartoonists.
W & Th: The students will research and choose editorial cartoons in the computer lab for analysis and presentation to the class.
F: Test over The Art of Rhetoric notes. SAT Vocabulary 2 due.
M: The students will complete the English III Universal Screener, the remaining class guidelines, and notes over the literature of America during 1492 – 1750.
T: The students will read the Columbus biography, page 12 and define journal, pg. 13. Read from Journal of the First Voyage to America, pgs. 15 – 17. Notes and discussion; complete reading comprehension exercise.
W: The students will read introductory material on the Onandaga tribe, pg. 20, and the literary focus on origin myths, pg. 21. Read The Earth on Turtle’s Back, pgs. 22 – 23. Notes and discussion. Essay: Write about a person from life or fiction who acted selflessly.
Th: The students will read the de Vaca biography and Expeditions in the Southwest, pg. 32, and define exploration journal. Read A Journey Through Texas, pgs. 34 – 37. Notes and discussion.
F: The students will write a one- to two page journal entry from the point of view of Diego, one of Columbus’ crew members, about the first voyage to America.
The Crucible
M: The students will read pages 105 – 111 ; notes, examples, and discussion of the motifs of revenge and greed.
T: The students will complete the Act III study guide.
W & Th: The student will be in the Plato Lab writing journal entries that discuss in detail the relationship between the personal examples the students provide and the examples from The Crucible they cite as support. Due at end of class period Thursday, April 21.
F: The students will watch an installment of Gone with the Wind, noting examples of survival.
M: School Holiday
T & W: The students will research the casting, location, music, set decoration, and props for a memo detailing pre-production plans for a movie version of The Raven.
Th: The students will complete SAT-based Vocabulary Lesson 17 Size and Shape
F: The students will type drafts of their Raven memo.
M: The students will complete SAT-based Vocabulary Lesson 16. Raven project and narrative essay explained and assigned (due February 10). The student will research folklore about ravens in different cultures (due Thursday).
T: The students will read and discuss The Tell-Tale Heart.
W: Early Release
Th: The students will report to the class the information they gathered from researching ravens in the folklore of different nations and cultures.
F: The students will discuss and take notes over sound devices and read The Raven.
M: The student groups for To Kill a Mockingbird Powerpoint presentations will review review their research plan, identify any unresolved questions, plan final proofread, review citation format, and establish presentation order. Distribute SAT-based vocabulary lesson 9, All About Time, due Thursday.
T: The student groups will meet in Plato Lab to complete Powerpoint presentations.
W – F: The student groups will present their To Kill a Mockingbird Powerpoint introductions.
M: The students will define the literary term epistle. They will read the biographical sketch of de Crevecouer, pg. 196 and and review selection vocabulary. Read Letters from an American Farmer, pg. 198. Notes and discussion.
T: The students will define the literary term private letter. They will read the biographical sketch of Abigail Adams, pg. 196 and read Letter to Her Daughter from the New White House, pg. 200. Notes and discussion.
W: The students will write a private letter to a friend describing their room.
Th: The students will read the Benjamin Franklin biography, pgs. 136 – 137 and review selection vocabulary, pg. 149. Notes and discussion of aphorism. Read Poor Richard’s Almanack, pgs. 148 – 150 and complete Recognizing Aphorisms assignment.
F: The student will view the SAT-based vocabulary video, QUACK! and complete the Lesson 3 vocabulary exercise.