Weekly Agenda June 14-17

Monday, June 14
In-class final review day
Finish film (if time)

Wednesday, June 16
Early release
Final Exam

Have a great, relaxing summer!

Weekly Agenda June 14-17

Monday, June 14
Last in-class work day (1 hour)
Rehearsal time (20 minutes)
Performances begin

Wednesday, June 16
Early release
Finish performances
Class wrap-up

Have a great, relaxing summer!

Weekly Agenda: June 7-11, 2010

Tuesday, June 8
Finish the play!
Complete and turn in reading guide
Discuss the final exam; distribute study guide
Begin watching Romeo & Juliet
HW: Begin reviewing for final exam

Thursday, June 10
Watch Romeo & Juliet
Compare/contrast Luhrman and Zefirelli film adaptations
HW: Review for the final exam

Weekly Agenda: June 7-11, 2010

Tuesday, June 8
*Last day for seniors*
Complete dramatic performances
Complete course evaluation
Final activity: “________________ in 5 Minutes”
- read example
- select groups
- select source material
- begin scripting
HW: None

Thursday, June 10
Group writing, typing, and rehearsal time
HW: None; work on play if necessary

Weekly Agenda: June 1-4, 2010

Wednesday, June 2
In-class drama writing (and typing) time
HW: Complete play, if necessary. Bring in 3 or 4 copies for Friday.

Friday, June 4
Writer self-reflections on dramatic play (bring with you to group work)
Groups share plays and reflections
Select and rehearse one play
Play performances (in classroom)
Introduce final assignment:
Seniors – select one play you’ve written to revise for final portfolio grade
All others – select another long work to “retell” in 3-5 minutes
HW: Seniors – select one play you’ve written, and revise for final portfolio grade
All others – select another long work to “retell” in 3-5 minutes

Weekly Agenda: June 1-4, 2010

Wednesday, June 2
Perform Tableaux Vivants
Discuss HW reading
Complete (and turn in) Act III Reading Guide
Read Act IV, Scene 1&2
HW: Read Act IV, Scenes 3-4 (with reading guide)

Friday, June 4
Finish Act IV (Scene 5)
Complete (and turn in) Act IV reading guide
Watch Acts III and IV
Read Act V, Scenes 1-2
HW: None

Weekly Agenda: May 24-28, 2010

Monday, May 24
In-class:
In-class exercise: Crafting believable dialogue
Suspense one-act work day
HW: None

Wednesday, May 26
In-class:
In-class exercise: Generating dramatic characters
Begin Suspense performances (studio theatre)
HW: None

Friday, May 28
In-class:
In-class exercise: Developing round characters (using indirect characterization)
Complete suspense performances (studio theatre)
Drama Project #4: One-act drama (independent project)
HW: None

Weekly Agenda: May 24-28, 2010

Monday, May 24
In-class:
New vocabulary (activity)
Discuss HW reading (Act II, Scenes 3 & 4)
Perform balcony scenes
HW: None

Wednesday, May 26
In-class:
Finish reading Act II
Complete and turn in Act II reading guide
Read Act III, Scene 1
Watch Act II – III.1; compare and contrast to play
HW: Review for vocabulary quiz

Friday, May 28
In-class:
Vocabulary Quiz
Read Act III, Scenes 3 & 4
Tableaux Vivants
- plan, practice, perform
HW: Read Act III, Scene 5; complete Reading Guide

Weekly Agenda: May 17-21, 2010

Tuesday, May 18
In-class:
Read/perform “Sorry, Wrong Number” (handout)
Drama Project #3: Suspenseful Drama writing (small group project)
- requirements
- expectations and deadlines
Independent brainstorming and plot mapping
In-class planning time
HW: None

Thursday, May 20
In-class:
In-class writing time
HW: None

Weekly Agenda: May 17-21, 2010

Tuesday, May 18
In-class:
(ORF testing)
Complete Act I Reading Guide (page 1)
Choral reading of Act II prologue
Read Act II, Scenes 1 & 2 with reading guide
Activity: The balcony scene in modern times
HW: None

Thursday, May 20
In-class:
District reading comprehension testing
Complete balcony scene activity → groups perform
Compare and contrast film versions of balcony scene
HW: Read Act 2, Scenes 3 & 4 with reading guide

Weekly Agenda: May 10-14, 2010

Monday, May 10
In-class:
One-Act scripts DUE today!
Perform one-acts (Studio Theater)
HW: none

Wednesday, May 12
In-class:
Finish performing one-acts, if needed
Read “The Still Alarm”
Drama Project #2 (Independent): Write a one-act in which the character’s dialogue and tone intentionally contradicts the subject matter in a humorous way. (Use “The Still Alarm” as an example). The script should be 2-3 pages hand-written. The emphasis is on comedic writing. Your play must have exactly 3 parts.
HW: Continue work on one-act

Friday, May 14
In-class:
Finish comedic one-act.
Get into groups of three and trade one-acts twice (so each is read)
Select a one-act to perform, and rehearse it for classroom performance.
Three to four groups volunteer to perform
Turn in all scripts.
HW: None

Weekly Agenda: May 10-14, 2010

Monday, May 10
In-class:
Vocabulary Quiz
New Vocabulary
Read Act 1, Scenes 1-3 with reading guide
“Barbs from the Bard” activity
HW: none

Wednesday, May 12
In-class:
In-class journal: Concepts of love and marriage
“The Love Connection” activity (partner work)
Read Act I, Scene 4
HW: Finish reading Act I, Scene 4, if necessary

Friday, May 14
In-class:
Vocabulary Quiz
“I Dreamt a Dream Tonight” activity
Finish Act I and reading guide
SSR: Read Act II, Scenes 1-2 (pp.1020-1028) with reading guide
HW: None, unless you need to finish Act II reading/guide

Weekly Agenda: April 26-29, 2010

Tuesday, April 27
Read/perform “Trifles”
Group writing time
HW: Meet outside of class if necessary to finish script for next week

Thursday, April 29
Read/perform “The Ugly Duckling”
Group Writing Time
HW: Meet outside of class if necessary to finish script for next week

Weekly Agenda: April 26-29, 2010

Tuesday, April 27
Discuss HW reading
Complete HW Packet #3
First Drafts Due →Peer Review
Brief exam review
HW: Study for The Hobbit Unit Exam

Thursday, April 29
Unit Exam day
HW: Complete final draft (illustrated and bound) for next week.

Weekly Agenda: April 19-23, 2010

Monday, April 19
Reading Quiz
Discuss HW reading
New vocabulary activity
Discuss Hero’s Quest Packet
SSR (30 mins)
HW: Read Ch. 14 & 15 (pp.. 245-265); complete Reading Guide

Wednesday, April 21
Late Start
Discuss HW reading and reading guide
Project Work Time
SSR (30mins)
HW: Read Ch. 16 & 17 (pp. 266-285)

Friday, April 23
Vocabulary and Reading Quiz
Discuss HW reading and reading guide
Complete HQ Stage II Packet
Project Work/SSR time (30 mins)
HW: Finish the novel (Chapter 18 & 19, pp. 286-303). Begin reviewing for exam

Weekly Agenda: April 19-23, 2010

Monday, April 19
Poetry Portfolios DUE
Poetry Readings (presented alphabetically)
HW: None!

Wednesday, April 21
Late Start
Complete poetry readings
Introduction to drama unit
- One-Acts
- Monologues
- Multiple act plays
- Genre plays (murder mystery, suspense, comedy)
HW: None

Friday, April 23
The One-Act Play:
- general outline
- common elements
- Read/perform example: “The Proposal” by Anton Chekhov
- The “Flash Drama” (a ten-minute one-act)
- Brainstorm ideas for a “flash” one-act: plot, characters, situations, etc.
- Form small groups of 2 to 3
HW: Begin narrowing down ideas to ones you feel are really viable to write and
perform over the next week. That means keeping it small in scope and brief in terms of the narrative arc.

Weekly Agenda: April 12-16, 2010

Tuesday, April 13
Vocabulary Quiz
Discuss HW reading; collect Ch. 5-9 Reading Guide
Begin discussing Hero’s Quest Stage II: The Initiation
Introduce unit writing project: Hero’s Myth Illustrated Book
SSR (30 mins)
HW: Read Chapters 10 & 11 (pp. 188-209) and complete reading guide

Thursday, April 15
Discuss HW reading and guide
Grammar Lesson: Avoiding tense shifts
- Grammar Book: pp. 608-609
- Practice: Exercise B (share out); Exercise A (turn in)
Exercise SSR (30 mins)
HW: Read Chapters 12 & 13 (210-244) and complete RG questions

Weekly Agenda: April 12-16, 2010

Tuesday, April 13
ALL FIRST DRAFTS DUE TODAY (at start of class)
In-class poetry work time: typing and bookmaking
HW: None, unless you need to catch up

Thursday, April 15
Independent poetry packet work time : typing and bookmaking
ATTENTION: Final drafts/books due next class for poetry reading
HW: Complete book to turn in on 4/19 – select 5 poems for your reading

Weekly Agenda: April 5-8, 2010

Tuesday, April 6
Vocabulary Quiz
Ch. 5 & 6 reading quiz
Discuss HW reading and reading guide
Complete Hero’s Quest packet, Stage 1
Begin discussing Hero’s Quest, Stage 2
SSR (30 mins)
HW: Read Chapter 7 (pp. 111-138) and complete reading guide

Thursday, April 8
Discuss HW reading and guide
Grammar Lesson: Active vs. Passive voice
- Grammar Book: pp.590-592
- Review subject and verb phrase
- Practice: Exercise A, #1-10
SSR (30 mins)
HW: Read Chapters 8 & 9 (pp. 139-187); complete reading guide

Weekly Agenda: April 5-8, 2010

Tuesday, April 6
In-class poetry work time
HW: None, unless you need to catch up on first drafts

Thursday, April 8
Independent poetry packet work time
ATTENTION: First drafts all due next class period, 4/13
HW: Complete all remaining first drafts to turn in on 4/13

Weekly Agenda: March 30-April 2

Wednesday, March 31
Hobbit Ch. 1 & 2 Quiz
Discuss HW reading
Complete Hero’s Quest, Stage 1
SSR (30 mins)
HW: Read Chapters 3 & 4 (pp.45-67)

Friday, April 2
Vocab Quiz #1
Ch. 3 & 4 reading quiz
Discuss HW reading and Hero’s Quest, Stage 2
SSR (30 mins)
HW: Read Chapters 5 & 6 (pp. 68-110)

Weekly Agenda: March 30-April 2

Wednesday, March 31
Short Activity: Concrete Memory Poems
- Read and discuss examples
- Generate vivid memories from distant past to near-present
Independent work time (poetry packets)
HW: None

Friday, April 2
Activity Pt. II: Concrete Memory Poems
- Freewriting (think of concrete and sensory details!)
- draft a poem (if you can use it for portfolio, great)
- share
Independent Work Time
HW: None

Weekly Agenda: March 15-19, 2010

Monday, March 15
Watch Of Mice and Men Film
Work on film viewing guide
HW: none

Wednesday, March 17
Finish Of Mice and Men Film
Discuss film viewing guide
Introduction to The Hero’s Quest
- The formula
- Hero’s Quest Practice: The Tale of Theseus
HW: None

Friday, March 19
Introduction to The Hobbit
- author and context
- new vocabulary
- Reading guide and Hero’s Quest guide
- Unit Overview
- Check out copies of The Hobbit
- In-class read-aloud (as time permits)
HW: Read Chapters 1 & 2 over the break, answering the comprehension questions. There will be a quiz over the reading upon your return.

Have a wonderful, safe Spring Break!

Weekly Agenda: March15-19, 2010

Monday, March 15
Introduce Poetic Form Portfolios
- expectations
- deadlines
- grading system
- Form spotlight: Villanelle
Begin reviewing portfolio forms and making choices
In-class drafting time
HW: none

Wednesday, March 17
Form Spotlight: Ghazal
In-class writing time
HW: None

Friday, March 19
Form Spotlight: Epistle
In-class writing time
HW: Work on portfolios over Break, if necessary to keep on top of deadlines


Have a wonderful, safe Spring Break!

Weekly Agenda: March 8-11, 2010

Monday, March 8
Volunteers share poetry
Poetry Vocabulary Quiz #2
Introduction to next unit: Poetic forms
In-class activity: concrete poetry
HW: Complete typed Term Portfolio – DUE Wednesday

Wednesday, March 10
Term Poetry Portfolios DUE
In-class activity: Found poetry
- how-to
- magazines, scissors, glue, paper
- turn in
HW: none

Weekly Agenda: March 8-11, 2010

Monday, March 8
First Drafts and Outlines DUE
Peer Review (40 mins)
Exam Review Game (45 mins)
HW: Study for the Of Mice and Men exam!

Wednesday, March 10
Unit Exam
HW: Finish the typed final draft of the Of Mice and Men essay. DUE 3/15

Weekly Agenda: March 1-5, 2010

Tuesday, March 2
Debrief Of Mice and Men; turn in Ch. 6 Reading Guide
Discuss and complete packet pages on:
- Theme
- Motif
- Symbols
Introduce literary analysis essay assignment and outline guide
HW: Begin reviewing reading guides and background info (Steinbeck bio. handout, Riding the Rails guide) for the unit exam on March 10th

Thursday, March 4
Lecture: Organizing a literary analysis essay
Choosing a theme and writing a thesis statement
In-class quote-hunting and outlining time
HW: Write a complete first draft of your essay for peer review on Monday, March 8th

Looking Ahead: Peer Review – Monday, March 8th
In-class review trivia game – Monday, March 8th
Unit Exam – Wednesday, March 10th
Literary Analysis Essay DUE – Monday, March 15th

Weekly Agenda: March 1-5, 2010

Tuesday, March 2
Introduction to Imagery
- Vocabulary
- Concrete vs. Abstract language
- Practice: Writing imagery-rich descriptions → poetry
- Example: “Sorting Laundry”
- Journal Prompt: Describe or portray a relationship through a series of specific sensory images (the more senses, the better)
HW: Select 5 poems to refine and revise for the Term Portfolio

Thursday, March 4
Introduction to Symbolism and Theme
- vocabulary
- Examples: “The Road Not Taken” and “Fire and Ice”
- Journal Prompt: Just as Frost did with the “road” and “fire and ice”, select an object and shape it into a symbol representing something bigger or deeper. Your poem should turn the object into something more than it once was, and suggest a theme or message through it.
If time: Work on Term Portfolio revisions (remember, they must be typed)
HW: Review terms for vocabulary quiz on March 8th

Weekly Agenda: February 22-26, 2010

Monday, February 22
Introduction to rhythm and meter
- Vocabulary
- Types of meter
- Intro to basic scansion – marking stressed and unstressed syllables
- Examples: “Stopping by Woods…”; listen to “Eleanor Rigby”
- Scansion on “Eleanor Rigby”
In-class Journal Prompt: Take a headline from a newspaper, magazine etc. and make it the title of your poem. Be sure to reference where you found the headline.
HW: None

Wednesday, February 24
Volunteers share poems
Review types of meter (iamb, spondee, trochee, dactyl)
Read and conduct scansion on: “When I Was One-and-Twenty” and “Song of the Powers”
In-class Journal Prompt: Write a poem on the topic of your choice. Adopt a regular rhythm pattern of your choice. Cluster – Compose -- Share
HW: Review vocabulary for a poetic terminology quiz\

Friday, February 26
Terminology Quiz
Volunteers share poems
Intro to Voice, Tone & Diction
- Vocabulary
- Read and discuss “Grass” and “Civilian” – analyze voice, tone, and diction
- Practice: Describe a scene from the angle you select; use voice, tone, and diction accordingly
- In-class Journal Prompt: Choose an object, person, place, event, etc. Write 3 short poems about it, each from a different voice or tone. Vary diction, too, if you can. For instance, you could choose to sound like three very different people
HW: None, unless you need to complete prompt.

Weekly Agenda: February 22-26, 2010

Monday, February 22
Turn in Ch. 3 RG (if not already in)
In-class writing: Ch. 3 Journal
Group Quote Hunt Activity #1
In-class reading time: Begin Ch. 4, pp. 66-76; Answer RG Questions #1-3
HW: Read to p. 76 and complete assigned RG questions, if necessary

Wednesday, February 24
Vocabulary Quiz
New Vocabulary
Discuss HW reading and RG
Finish reading Ch. 4 (to p.83) and complete Ch. 4 RG
In-class Writing: Ch. 4 Journal
HW: Begin reading Ch. 5, pp.84-91; answer questions #1-4

Friday, February 26
Discuss HW reading and RG
Finish Ch. 5 – complete and turn in Ch. 5 Reading Guide
In-class writing: Ch. 5 Journal
Quote Hunt Activity – Character Analysis (packet)
HW: Finish reading Of Mice and Men; complete Ch. 6 RG Questions

Weekly Agenda: February 16-19

Tuesday, February 16
Discuss Ch. 2 Reading Guide – Turn in
In-class writing: Ch. 2 Journal – volunteers share
Revisit novel’s major themes: Evidence and examples?
Begin reading Ch. 3: pp. 38-49; answer RG questions #1-3
HW: Review vocabulary for quiz; read through p.49

Thursday, February 18
Vocabulary Quiz
Ch. 3 vocabulary activity
Introduction to motifs (packet)
Read pp. 50-65 (as time permits)
HW: Finish reading Ch. 3 and complete Ch. 3 Reading Guide

Weekly Agenda: February 16-19

Tuesday, February 16
Define denotation and connotation
- denotation and connotation activity
- Read and discuss “Cross” (packet)
Writing warm-up: Pick a word that you know has multiple meanings. Grab a dictionary, look it up, and write them down. Then, write a poem with that word as the title, which somehow manages to define that word creatively, addressing all its major denotations AND its personal connotations
- Brainstorm
- Example
- Volunteers share
Introduction to rhyme and stanza
- Define “stanza” and types of stanzas
o Couplet, tercet, quatrain
- Define “rhyme”, “rhyme scheme” and “internal rhyme”
- Examples: “Woman Work” and “Narcissus and Echo” (packet)
HW: Write a skeltonic poem on the topic of your choice.

Thursday, February 18
Volunteers share skeltonic poems
Review types of stanza
Review perfect rhyme
- Example “Stopping By Woods on a Snowy Evening” (packet)
Writing warm-up: Write a poem entirely of couplets. Choose whatever rhyme scheme you want, but there MUST BE a rhyme scheme. The first line, if you are stuck on a topic, can be “Everybody/Nobody says ______...”
- Volunteers share
Define “slant rhyme”
- Example “The soul selects her own society” (handout)
- Journal exercise: Write a poem using slant rhyme about yourself, written in 3rd person. Try to see and think about yourself like someone else might
HW: Bring in 3 or 4 random news story or magazine article headlines for 2/22

Weekly Agenda: February 8-12

Tuesday, February 9
In-class:
Vocabulary/Chapter Quiz #1
Vocabulary #2
Discuss Ch. 1 RG responses à turn in
Complete Journal #1
Introduction to citing text: Finding and writing quotes
Begin Ch. 2 (pp.17-26, time permitting)
HW: Finish reading to p.26, if necessary; answer reading guide questions 1-3

Thursday, February 11
In-class:
Go over RG responses
Introduction to integrating quotes
In-class writing assignment à volunteers share
Read pp. 27-37 (time permitting)
HW: Finish reading to p.37, if necessary; and RG questions 4-8

Weekly Agenda: February 8-12

Tuesday, February 9
In-class:
Volunteers share poems
Introduction to figurative language
- device: personification and anthropomorphism
- form: narrative poetry
- examples: “Out, Out—”
“The Wind”
Personification practice: Generate nonliving objects à personify or anthropomorphize
Poetry Prompt #4 (Cluster à Write): Write a poem describing/explaining how something is broken (a bone, a heart, a promise, bad news, the silence, etc.). Use personification at least three times, and underline its use. AND/OR Write a poem that personifies any emotion.

Thursday, February 11
In-class:
Volunteers share poems
Figurative Language: Simile and Metaphor
- definitions
- Examples: “Simile”
“A Martian Sends a Postcard Home”
Practice: Identify and explain similes and metaphors
Generate similes and metaphors (weather phenomena)
Prompt #5: Take a common object, such as a flowerpot, boot, paperclip, etc. and write about it as if you’ve never seen such a thing before (i.e. you’re from the future and have just excavated it, or are from another planet). Consider its appearance, function, and sensory qualities. (Cluster à Write) Volunteers share.
HW: Write a poem about the topic of your choice, using at least two similes and two metaphors. Underline them.

Weekly Agenda: February 1-5, 2010

Monday, February 1
LATE START
Class introductions and overview
Discuss syllabus
“Magnetic” Poetry Group Activity
materials: word envelope, construction paper, glue sticks
HW: New students to the class must return signed syllabus on 2/3
Be sure to bring in a notebook for journaling, if you haven’t yet

Wednesday, February 3
Groups finish and present magnetic poetry project
Share source poems
Introduction to writing poetry: Playing with Words and Thoughts
- Clustering & the Design vs. Sign Mind
- Model clustering
- Clustering practice: “Time”
Distribute Term 1 Poetry Packets
Introduction to Sound Devices
- Why incorporate sound devices?
- Alliteration
- Examples: Tongue Twisters
- Poetry Reading: “Eight O’Clock”
- Poetry Prompt #1 (try to incorporate alliteration): Write 100 words (any kind, in any form including clustering) about a particular time of day.
HW: Complete poetry prompt #1 in your journal if necessary

Friday, February 5
Volunteers share poetry prompt #1
Poetry Prompt #2: Pick a number (un/lucky, favorite, significant, etc.), make that number the title, and write a poem that is about it or features it. Cluster first. Incorporate alliteration wherever possible.
Introduction to Assonance:
- definition
- Make an example: Tongue twisters (partner work) → volunteers share
- Poetry Reading: “Nothing Gold Can Stay” – identify assonance
HW: Poetry Prompt #3: Write a poem about a color without naming the color (or using a synonym!) anywhere but in the title. Cluster first to generate associations and characteristics of that color.

Weekly Agenda: February 1-5, 2010

Monday, February 1
LATE START
Review course syllabus
Intro to Steinbeck and the novel (packet)
Begin to watch “Riding the Rails” (complete viewing guide)
HW: Students new to the class must have syllabus signed for 2/3

Wednesday, February 3
Complete “Riding the Rails” and viewing guide → discuss
New Vocabulary Activity #1
Check out Of Mice and Men
Make unit journals
In-class journal #1: Friendship
Read pp. 1-7 aloud
HW: Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions


Friday, February 5
Vocabulary #1 Quiz/ Ch. 1 Quiz
Discuss RG and Ch. 1
Discuss theme:
- What is a theme?
- How do you find a theme?
- Major themes in Of Mice and Men
Read Chapter 2 with reading guide
HW: Finish reading through p. 26, if necessary; complete Ch. 2 RG

Weekly Agenda: February 1-5, 2010

Welcome to Second Semester!

Monday, February 1
LATE START
Review course syllabus
ORF testing
Intro to Steinbeck and the novel
Begin watching “Riding the Rails” (if time permits)
HW: Students new to the class must have syllabus signed for 2/3

Wednesday, February 3
In-class:
District reading comprehension testing (30 mins)
Watch “Riding the Rails” (and complete viewing guide)
HW: New Vocabulary Activity #1

Friday, February 5
In-class:
Make unit journals
In-class journal #1: Friendship
Check out Of Mice and Men
Read pp. 1-7 aloud
HW: Review vocabulary for quiz
Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions

Weekly Agenda: January 19-28

Tuesday, January 19
In-class:
Discuss homework reading and reading guide
Section 5 RG DUE
Book Review Assignment:
- Discuss requirements and outline
- Model outlining
- Outline time
HW: Complete outline for Thursday, 1/21

Thursday, January 21
In-class:
Outline Peer Review/Optional Teacher conferencing (30 minutes)
Watch Elie Wiesel interview
HW: Finish book review

Monday, January 25
In-class:
Book Review DUE
Exam Review session
HW: Review for final exam

Wednesday, January 27
In-class:
First Semester Final Exam
HW: None

Weekly Agenda: January 19-28

Tuesday, January 19
In-class:
Share/trade exemplification journals
Select and mark one nonfiction journal to revise and expand
Trade for peer feedback/optional teacher conferencing
Begin nonfiction journal revision:
- must be in ink
- include a title
- follow with a 1-paragraph reflection on why you chose this journal as your final piece for the unit (why it interests you, why you feel it’s your best, etc.)
- tuck into the front cover of the journal (must be loose-leaf)
HW: Complete revised journal for Thursday
If your fiction is saved to a disk or thumb drive, bring it in for Thursday

Thursday, January 21
In-class:
Journals and revised nonfiction essay DUE
Select fiction story to revise
In-class revision/conferencing time
HW: Take home graded story to revise

Monday, January 25
In-class:
In-class revision/conferencing time
HW: Complete revised fiction story for 1/27

Wednesday, January 27
In-class:
Revised Portfolio Story DUE (attach graded first draft and rubric)
Circular story activity
Course Feedback Survey & Personal Reflection
HW: None

Weekly Agenda: January 11-15, 2010

Tuesday, January 12
Assembly Schedule
Trade process journals; volunteers share
Introduce classification essays
- What are they? How do you write one?
- Example: Read and discuss “Friends, Good Friends” (handout)
- Brainstorm other topics for classification essays
Journal: Write a 2-page entry that is a classification essay titled (prompt):
“______ Types/Kinds of ______”
HW: Complete journal, if necessary. Be prepared to share it.

Thursday, January 14
Trade classification journals; volunteers share
Introduce exemplification essays
- What are they? How do you write one?
- Example: Read and discuss “What I’ve Learned From Men” (handout)
- Brainstorm other topics for exemplification essays
Journal: Write a 2-page exemplification journal with the title “What I’ve Learned
From ______________” OR “What’s Wrong With _____________” OR
“The WHS Experience” OR a title of your choice. Remember: the point
of this type of writing is to make a few points and then give examples
(facts, personal experiences, anecdotes, etc.) to illustrate them.
HW: Complete your journal, if necessary.

Weekly Agenda: January 11-15, 2010

Tuesday, January 12
Assembly Schedule
Discuss homework reading and reading guide responses
Read and discuss “The First Amendment and Denial” (handout)
Read pp. 72-80
Discuss, complete and turn in Reading Guide, Section 4
HW: Read pp. 81-92

Thursday, January 14
Discuss homework reading
Introduce Night book review essay assignment
- What is a book review?
- How is a book review organized?
- Model: Book and sample review
- Journal: Thinking of a favorite children’s book (or other book), write one
complete body paragraph summarizing its strengths. This needs to
include a topic sentence and evidence.
HW: Finish the novel and the Reading Guide
For Tuesday, bring in a favorite children’s picture book