The Epistle / Personal Letters
M & T: Letter to Her Daughter from the New White House – The students will write, proofread, and print a letter to a friend describing their rooms.
Aphorisms
W: The students will take notes on and discuss aphorisms.
Th: The students will read Poor Richard’s Almanack. They will paraphrase selected aphorisms and write an original one.
F: The students will review for a major test over the unit A Nation is Born: American Literature from 1750 to 1800.
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.
NOTE: For the first week of school, classroom procedures will be discussed briefly at the beginning of class. The remainder of class time will focus on academics.
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 pages 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 40-question exercise.
F: The students will assume the identity of Diego, one of Columbus’ crew and write a 0ne- to two-page journal entry recording his impression of the first voyage to America.
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: The students will be introduced to the work of Mark Twain; notes and discussion.
T: The students will view the Dr. Elliot Engel video lecture over the work of Mark Twain and complete its accompanying questions.
W: The students will complete the Shadows of the Imagination test over Poe and Hawthorne.
Th & F: The students will read The Celebrated Jumping Frog of Calaveras County and complete the exercise on local dialect.
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.
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.