Daily Agenda (Honors)

9.2 Classmate interview day one

9.6 Classmate interview day two.  Begin "First Week of School Survey".  HW: Finish survey

9.7 Sharing three interesting facts about the classmate you interviewed.  Received a "Welcome" letter home to parents/guardians. Independently read and annotated the course syllabus in preparation for discussion in class tomorrow.  HW: Finish reading and annotating syllabus.  Come with questions tomorrow.

9.8 PICTURE DAY! Review syllabus, and answer questions. Set up SWIFT on laptop and briefly navigate website.  Introduction to Mrs. Williams - autobiography PPT.  Students will be creating an autobiography PPT as well as an introduction to the class. HW: Sign syllabus and have signed by parent/guardian

9.9 Review PPT directions & rubric on SWIFT. Begin work on PPT presentation

9.12 Continue working on Autobiography PPT

9.13 to 9.30 Mrs. Williams out of building. Please check with student daily for what we did in class, homework, etc.

10.3 Autobiography presentations begin. HW: ASOT vocab. squares due Thursday, Oct. 6th

10.4 Autobiography presentations continued HW: Begin to study ASOT & literary terms vocab. quiz Friday, Oct. 7th

10.5 Finishing presentations HW: Vocab. squares due tomorrow, Oct. 6th

Study ASOT vocab and review literary terms for quiz Friday, Oct. 7th

10.6 Independent work day (Williams out sick)

10.7 ASOT vocab quiz. Going over requirements for Outside Reading Project. SSR (Silent Sustained Reading)

10.10 Counselor visit HW: (Ongoing) Read book for outside reading project and/or begin working on assignment - directions in DOCUMENTS tab. Due Tuesday, Nov. 1st

10.11 Record vocabulary for "The Necklace". Quickwrite #2 (see below) and discussion about "status" - beginning the short story "The Necklace" and focusing discussion on the ideas of irony, status and theme (p. 208 - bottom of p. 210)

 1. Generate a list of factors that could possibly determine a person’s status at Kentwood High School. 

               For example: Popularity, sports, ASB, drama club, etc.

2. How does this differ from how a society   determines status?  What factors determine a   person’s status in society? 

3. Write a short paragraph explaining whether you think status should or should not be part of the KW society and society as a whole. 

10.12 Continue reading "The Necklace" and analyze theme  HW: Generate a list of ten newspaper headlines for the Seattle Times that reflect the plot of “The Necklace” using the vocabulary words from the story due Thursday, Oct. 13th

10.13 SSR

10.14 Teacher Workshop - NO SCHOOL

10.17 District Mandated Reading Assessment

10.18 Quickwrite #3 (prompt below) and discussion in preparation for the short story "The Most Dangerous Game". Playing a survivor simulation game to get in the mindset of what it takes to survive a disaster.

1. What does it mean to be a survivor? 

2. List four or five qualities a person must possess to survive the most terrible circumstances and explain why these qualities are important to a person’s survival. 

10.19 P/SAT - NO CLASSES HW: Vocab squares due Thursday, Oct. 20th

10.20 Finishing group survivor activity - answers revealed.  Quickwrite #4 Reflection (see below). Discussion at the end of class. 

1. Think about how your “Survivor” group functioned. 
           What worked well?  Why? 
           What didn’t work?  Why? 
2. Did any of the qualities you listed from Tuesday’s Quickwrite show up in any of your group members?  If so, explain how.  If not, why do you think this was the case? 
3. Did you prefer working alone on the task, or in a group?  Why?

10.21 Vocabulary quiz. SSR  HW: Read and/or work on Outside Reading Project due Tuesday, Nov. 1st

10.24 Beginning the short story “The Most Dangerous Game” in small groups (4 or less). Students are answering the pre-reading questions (handout is hardcopy only, no electronic copy available).  Then reading pages 54-end of 63 aloud in their group.  In their groups, students should discuss the conflicts Rainsford faces (man v. man, man v. nature, man. v. self) and record these on a separate sheet of paper, citing direct quotes and using page numbers.  At the end of the reading, students will respond to questions 1-6 from handout, also on a separate sheet of paper. 

HW: Vocab squares due Wednesday, Oct. 26th

Outside Reading Project due Tuesday, Nov. 1st

10.25 Finish group reading from yesterday.  Identify 5 examples of conflict Rainsford faces in the first nine pages.  Responding to questions 1-6 from MDG study questions handout.  HW: Vocab squares due tomorrow

10.26 Continuing to read and finish the short story "The Most Dangerous Game". Discussing and responding to MDG study questions. Gathering evidence of conflict.  HW: Finish answering MDG study questions due Thursday (tomorrow)

Study MDG vocabulary and review previous weeks vocabulary for quiz on Friday

Continue working on ORP due Nov.1 st

10.27 Independently or in a small group, find at least 15 direct quotes from the story that show Rainsford in conflict with himself, nature and man.  Students should have at least three examples of each type of conflict.

10.28 Vocabulary quiz. SSR HW: Finish Outside Reading Project due Nov. 1st

10.31 Final work day on ORP HW: ORP due TOMORROW

11.1 - 11.3 Outside Reading Project Presentations

11.4 NO SCHOOL - Teacher Workshop

11.7 Finishing ORP presentations.  Students will receive new vocabulary list to study for this week's quiz (SAT WORD LIST #1). HW: Vocab squares due Wednesday, Nov. 9th Vocab quiz Thursday, Nov. 10th

11.8 Finish ORP presentations (today is actually the last day). Turning in notes from presentations.  HW: Vocab squares due tomorrow

11.9 Lord of the Flies (LOTF) introduction - literature circle groups, reading assignments, book distribution, reading calendar, start group reading HW: Vocab quiz tomorrow - study

11.10 Vocab Quiz. Library to return books and check out book for second quarter *only requirements: 1. Must be a book you haven't read before 2. Must be at least 300 pages, no exceptions

HW: LOTF reading - chapters 1-4 due Wednesday, Nov. 16th

LOTF Lit circle job due Thursday, Nov. 17th

11.11 Veteran's Day - NO SCHOOL

11.14 Students took notes on the "Most Dangerous Game" essay lecture PPT. MDG PPT can be found in the "documents" tab. Students then wrote three possible thesis statements and needed at least one initialed off by Williams prior to the end of class. HW: LOTF reading chapters 1-4 due Wednesday

11.15 Writing Workshop - MDG essay draft day

11.16 Taking a LOTF content quiz. Students will continue drafting their MDG essay and should have the introduction and at least one body paragraph done by the end of the class period HW: LOTF literature circle role due Thursday, 11. 17

11.17 LOTF Literature circle meeting #1

11.18 Writing Workshop day 3 (MDG essay). HW: Completed rough draft (PRINTED) due Monday, Nov. 21st

11.21 Peer editing workshop for MDG essay HW: LOTF reading chapters 5-8 & literature circle role #2 due Wednesday, Nov. 30th

11.23 Finishing peer editing *as needed. Students will then read all comments on peer editing handouts and on their essay and begin to make any necessary changes.  Students will also have an opportunity to meet with Williams and get feedback. After students have edited their own essay, they will fill out an "author's reflection" page to add to the other peer editing sheets. HW: Final, PRINTED, draft of MDG essay due Wednesday, November 30th

11.28 Receiving directions for the MDG board game group project (Summative) - being assigned to a group, going through directions and expectations, asking question, beginning to outline ideas and direction for the project, assigning group member’s to bringing specific supplies.  This will require students to demonstrate their understanding of THEME, CHARACTER, PLOT, & CONFLICT from the short story. 

HW: Bring supplies for board game construction (ongoing this week and into next)

HW: PRINTED final copy of MDG essay due Wednesday, Nov. 30th

HW: LOTF reading chapters (5-8) due Wednesday, Nov. 30th

HW: Vocab squares (SAT word list #2) due Thursday, Dec. 1st

11.29 Students will begin constructing their MDG board

HW: See above from 11. 28

11.30 *LATE START* Students will be turning in the MDG essay along with their RD and all peer editing sheets.  LOTF content quiz (chapters 5-8). Working on MDG board game if time allows.

12.1 LOTF literature circle meeting #2

12.2 Vocabulary quiz & SSR

12.5 MDG board game work time

HW: LOTF reading chapters 9-12 due Wednesday, Dec. 7th

12.6 MDG board game work time

HW: LOTF reading (chapters 9-12) due Wednesday, Dec. 9th

HW: LOTF lit circle role due Thursday, Dec. 8th

12.7 Final day to work on MDG board game in class - anything that is not finished must be completed at home. 

HW: MDG board game due Friday, Dec. 9th

HW: LOTF lit circle work due Thursday, Dec. 8th

12.8 LOTF lit circle #3 (final)

HW: Review characters, themes, symbols in LOTF for final text tomorrow

HW: Finish any MDG board game work.  Project due tomorrow

12.9 Turning in MDG board game. Evaluating group members contributions to the board game project. SSR.

12.12 Turning in LOTF book. Taking LOTF final content test.

HW: Vocab squares (SAT word list 3) due Thursday, Dec. 15th

12.13 Playing MDG board games and evaluating the games based on the rubric provided in class

HW: Vocab squares due Dec. 15th

HW: Study for vocab quiz Friday, Dec. 19th

12.14 & 15 Watching LOTF movie (1960s version)

12.16 Vocab quiz, then Winter Break celebration

1.3 Introduction to Romeo & Juliet - PBS documentary which analyzes the play, discusses important scenes and addresses relevancy to today's generation

HW: Vocab squares (SAT word list 4) due Friday, 1.6

HW: Vocab quiz Friday, 1.6

HW: Outside Reading Project (directions in documents tab) due Monday, 1.23

1.4 Finish watching documentary. Students will get into small groups to act out one of six significant scenes from the play.  This will allow students to begin to better understand one element of the play and become more comfortable "acting" in front of the class.

1.5 Mini R&J presentations (2 minutes or less)

HW: Study for quiz tomorrow (review ALL vocab from semester) 1.6

1.6 Vocab quiz, discussion of ORP and SSR

1.9 Students will then dissect the Prologue to the play by rewriting each of the sonnets 14 lines in modern English to the best of their ability (pre-assessment). Then, in groups, students will share their rewritten Prologue and decide, together, how to best interpret the lines and translate them into modern English as a group. 

HW: Vocab squares (SAT word list 5) due Friday, 1. 13

ORP due Monday, January 23rd - NO LATE PROJECTS ACCEPTED (even with a late work ticket)

1.10 Begin reading the play, Act I, scene i (p. 940) and responding to reading comprehension questions

1.11 Finish reading Act I, scene i and begin reading scene ii aloud as a class

1.12 R&J reading packet questions

HW: Vocab squares due tomorrow

HW: Study for vocab quiz tomorrow

HW: ORP due Monday, January 23rd

1.13 Vocab quiz (SAT word list 5) - SSR

1.17 Reading Act I, scene iii and answering packet questions for scene iii

HW: ORP due Monday, January 23rd

Extra Credit for Hamlet due Monday, 23rd

1.18 Reading Act I, scene iv (all) as a class and finishing answering ALL reading packet questions.

HW: R&J reading pkt. questions using textbook on www.classzone.com -MUST create a new student account using the NEW activation code posted on the homepage of this SWIFT site.

1.19 Watching Act I on film (1968 version directed by: Franco Zeffirelli)

1.20 SSR

1.23 & 1.24 Selecting a scene, or scenes from Act I of Romeo & Juliet to perform.  Students will demonstrate their understanding of mood, character and theme through their ability to memorize, rehearse and present their character in the scene(s).  Groups must use props or costumes for this presentation.  Scenes will be acted on Thursday, February 2nd.

HW: Study for vocabulary final (ALL WEEK!)

1.25 Review for vocabulary final - Jeopardy

1.26 Rehearsal day for R&J skit

1.27 FINALS periods 1, 3, 5

1.30 FINALS periods 2, 4, 6

2.1 Final R&J rehearsal

2.2 R&J skit presentations

2.3 Watching the modern version of R&J as a refresher to where we left off in our reading.  This will help us prepare for starting Act II on Monday

2.6 - 2.8 No School SNOW

2.9 Finish watching Act I of the modern R&J, then beginning to read Act II, scene i, ii aloud as a class. Discussions around lust/infatuation and love, as well as themes present in the balcony scene

2.10 Reading quiz on Act II, scenes iii-v.  We will then read Act II, scene vi aloud as a class to "witness" the marriage of Romeo & Juliet.  Students will continue working with their partner on the questions regarding theme, as well as the question about romantic love versus dangerous love.  If time allows, we will start watching Act II on film (1968 version)

HW: R&J vocab (Act II, words 11-20) squares due Thursday, 2.17

2.13 Finish reading Act II as a class (scene vi).  Students will finish their reading questions.

2.14 Book talk with Mrs. Weyte for third quarter ORP novels

2.15 Watching Act II on film (1968 version).  Students will also be receiving ORP books from Mrs. Weyte - books are due in class on Friday for SSR

HW: Vocab squares due tomorrow (Act II, words 11-20), 2.16

2.16 Choosing either Romeo or Juliet and creating (drawing) a Facebook profile for the character.  One side of the handout should reflect the character at the beginning of the play, the other side of the handout should reflect how the character has changed based on their personality, preferences, friends etc. at the end of Act II

*Handout in documents tab

HW: Finish FB profile page

HW: Study words for vocabulary quiz tomorrow, 2.17

2.17 Vocabulary quiz & SSR - book signup

2.20-2.24 Mid-Winter Break

2.27 Reading Act III, scene i (p. 922-1001).  Students will then start thinking about acting and taking some director's note - choosing one of the following characters: Romeo, Mercutio, Benvolio or Tybalt, students will have a chart which outline the themes (mood tone, feeling, message), acting (facial expressions, motivations, volume, pace of speech, etc.) and blocking (balance of actions on stage, movements across stage, use of full space, pace of movement, etc.) of each section of that character's speech.  This task will prepare students for acting at the end of reading Act III.

HW: Vocabulary squares, Act III ALL words, due Thursday, March 2nd 

2.28 Continuing chart activity from Monday and turning in before the end of class.  Students will read Act III, scene ii (p.999-1002) and be prepared for a content quiz, on this scene only, tomorrow. 

3.1 Content quiz on Act III, scene ii - reading Act III scenes iii (p.1003-1007)

HW: Vocab squares due tomorrow (Act III, ALL)

HW: Study Act III vocab, ALL and review Act II vocab words 11-20 - quiz, Friday

3.2 Reading Act III, scenes iv, v aloud as a class (p. 1007 - 1016) - discussion of the text as we read.  Starting to watch Act III on film.

HW: Study Act III vocab words and review last words from last week for quiz tomorrow

3.3 Vocab. quiz. Introducing ORP project requirements (handout can be found in "documents" tab). SSR

3.6 Finish watching Act III on film.  Introducing students to their second acting activity.  Students will form groups, assign roles, choose a scene or scenes and begin drafting their director's notes (Theme, Acting, Blocking)

HW: Ongoing, ORP reading and work

3.7 & 3.8 R&J acting round 2. Practice, rehearsal, director's notes for designated character

HW: Line memorization

3.9 Final rehearsal for R&J presentation

HW: Line memorization for presentation on Monday


3.13 Romeo & Juliet Act III performances

HW: Vocab squares for Act III (all words) due Friday, 3.17

HW: Study for vocabulary quiz, Friday 3.17

3.14 Romeo & Juliet performances con.'t - independent work time on vocabulary squares or ORP *if time allows

3.15 Reading Act IV, scenes i, ii, iii (p.1018-1026). Students will be asked to demonstrate their understanding of a key idea, love vs. hate, evaluate and analyze the three scenes through the following three questions:

1. How does Paris' expression of love for Juliet compare to Romeo's expression of love when he first met Juliet? Cite evidence to support response (key idea, scene i)

2. By apologizing, Juliet regains her father's favor. Why do you think Capulet is so quickly convinced? (evaluate, scene ii)

3. What emotions for Juliet display when she overcomes her fear and drinks the potion? (analyze, scene iii)

3.16 Reading Act IV, scenes iv, v in small groups or independently

3.17 Vocabulary quiz.  SSR and/or ORP work

3.20 Watching Act IV on film (10 minutes).  Students will then begin their license plate activity.  Directions below:

Using no more than 7 total letters and/or number combinations, create a phrase related to Romeo & Juliet that reflects a key idea, theme, a relationship, significant plot development, etc.
For example: ‘R’ cannot represent the word Romeo
For example: ‘L’ cannot represent the word Love
A single letter cannot represent an entire word
Include the state from which the plate is from (i.e. CA, WA, FL)
Background image related to your phrase
Add color & be creative!
On the back, write one paragraph that explains your phrase and its significance to the themes of the play and/or the characters

HW: Finish license plate

HW: Vocabulary squares (all Act V words) due Thursday, 3.23

3.21 Reading Act V aloud as a class (p. 1035) and discussing the tragic end to this play about love and hate

3.22 ORP work time

3.23 Watching two version's of Romeo & Juliet (1968, 1997) to understand how two different directors or two different time periods interpret the play

HW: Study for vocab quiz, tomorrow

3.24 Vocabulary quiz & SSR/ORP work time

3.27 Finish film. ORP work

HW: Review R&J in preparation for content test tomorrow

HW: Begin to study Act I words and first half of Act II vocabulary words for future vocabulary quizzes

3.28 Final F&J Test

3.29 Introduce final acting activity

3.30 - 4.3 Working on final R&J skits and/or monologue - rewriting lines, rehearsing, blocking (writing notes on how character interacts with other characters), etc.

4.4 - 4.5 Final R&J skit presentations

4.17-4.20 Beginning initial research on various topics from the 1930s to better understand the time period in which To Kill A Mockingbird takes place

4.21 Presentations on 1930s research