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.
The Crucible
M: The students will identify the motif of resentment and discuss the conflicts of: Nurse vs Putnam, Proctor vs Parris, Parris vs church and Procter vs Putnam.
T: The students will complete the Act I Vocabulary Quiz and read pages 1151 – 1155.
W: The students will complete the Act I study guide; assign roles for Act II. Announce Act I Quiz for Friday.
Th: The students will define and discuss allusion and read and discuss pages 1161 – 1170. Assign Act II Vocabulary Builder.
F: The students will complete the Act I Quiz over the concepts of stage direction and dialogue.
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: Counselor Jack Hale will be in all classes to distribute and discuss the ASVAB results.
T: The students will take notes and discuss The Crucible character guide.
W: The students will define the Act I vocabulary. To help establish setting and characterization, show the first ten minutes of The Crucible motion picture. Assign character roles for Act. I.
Th: The students will will discuss stage direction and read The Crucible pages 1126 – 1134. Announce Act I Vocabulary Quiz for Tuesday, November 17.
F: The students will read The Crucible pages 1135 – 1142 and discuss Abigail’s deflection of suspicion when it falls on her.
M: Counselor Jack Hale will meet with all classes to distribute and discuss the ASVAB results.
T: The student will complete the A.P. Literary Terms Test Part I A – H. Note: This test was announce the second week of school and can not be replaced by a nine weeks test.
W – F: The students will be in the library researching To Kill a Mockingbird and preparing their chapter lesson for the Student-Led Learning Project.
M & T: The students will review for the A Nation is Born Unit Test.
W: The students will be introduced to the relevant factors that produced the witch hysteria in Salem, Massachusetts, the winter of 1692 – 1693.
Th: The students will complete the A Nation is Born unit test.
F: The students will view the Biography channel documentary, The Salem Witch Trials, and complete its viewing assignment.
M: The students will complete the SAT-based vocabulary Lesson 8 from Sunny Spain.
T: The students will be grouped to begin work on a Powerpoint presentation on topics relevant to To Kill a Mockingbird. The presentations will serve as an introduction to the novel and count as a test grade. Discussion of requirements and assignment of topics.
W – F: The students will conduct library research on the To Kill a Mockingbird Powerpoint presentations.
M: The students will take Nine Weeks Test.
T: The students will read and identify rhetorical devices in The Declaration of Independence, pg. 140.
W: Junior students will take the PSAT.
Th: The students will define epistle and read Letters from an American Farmer, pg. 198.
F: The students will view the second installment of Gone with the Wind, and identify three types of survival portrayed in it.
M: The students will complete the nine weeks test.
T: The students will complete the American Dream test.
W: Junior students will take the PSAT.
Th: The students will view the final installment of Colonial House.
F: The students will complete the SAT-based vocabulary lesson 8 From Sunny Spain.
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.