M: The students will be given the requirements for comparing two colleges for their college/career research project.
T – Th: The students will be in the Plato Lab researching their college/career project. Th: Apply Texas Application due.
F: The students will prepare a rough draft of the Works Cited page for their college career project.
M & T: The students will complete a review for the Puritan Influence unit test and be introduced to the background information to the PBS documentary Colonial House.
W:The students will view the first installment of Colonial House.
Th: The students will complete the Puritan Influence unit test.
F: The students will view the final installment of Colonial House.
M – T: The students will be in the Plato Lab writing an obituary for Captain John Smith.
W: The students will read the biographical sketch of William Bradford, pg. 64 (red lit. book). Introduce selection vocabulary and read from Of Plymouth Plantation, pgs. 71 – 75.
Th: Define and discuss epistle, pg. 193. Read de Crevecouer biographical sketch, pg. 192 and Letters from an American Farmer, pgs. 197 – 198. Discussion and notes on European immigrant view of America as a new Eden.
F: The students will review for the Colonial Literature unit test.
M: The students will use a timeline to answer selected questions about the Puritan era and its literature in America
T: The students will discuss and note the convention of poetic structure in the poem, Huswifery, pg. 82, its comparison of salvation to the process of producing a garment, and complete a writing assignment producing a procedural document.
W: Students will be shown selected lines from their love song lyrics homework assignment and asked to identify the line not written in modern times. They will define Puritan plain style, discuss Literary Analysis, pg. 74, and read the Anne Bradstreet biography, pg. 75. Introduce selection vocabulary and read To My Dear and Loving Husband,pg. 76. Complete selection questions.
Th: The students will read Connection of Today’s World, pg. 104, red classroom set. Discussion and notes of Puritan work ethic. Introduce selection vocabulary and footnotes. Read Iron Bird: Cal Ripken’s Work Ethic, pg. 105
F: The students will complete a review for the Puritan Influence test.
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: The student groups will complete the final copies of their Beowulf songs.
T – W: The student groups will present their Beowulf songs to the class.
Th: After concluding the epic, Beowulf, the students will consider it from the point of view of its contemporary translation by Burton Rafael. Read text pgs. 36 – 37 and write a commentary on who or what drives the plot of Beowulf?
F: The students will complete SAT-based vocabulary Lesson 2: Appearances and Attitudes.
TEKS: 12.01, 12.13, 12.14, 12.17, 12.18
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.
H: School Holiday
T – Th: Distribute criteria and assign groups for creation of Beowulf song creation; review kennings.
F: Beowulf song presentations.
TEKS: 12.01, 12.05, 12.25, 12.26
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.