Daily Agenda

Friday, January 19:
Exam Schedule
1st Hour 8:06-8:51
2nd Hour EXAM 8:55-10:25
3rd Hour 10:29-11:14
4th Hour EXAM 11:18-1:22
    A Lunch 11:18-11:48
    A Lunch EXAM 11:52-1:22

    B Lunch EXAM 11:18-12:48
    B Lunch 12:52-1:22

5th Hour 1:22-1:30
6th Hour EXAM 1:30-3:00

Thursday, January 18:
Exam Schedule
1st Hour EXAM 8:06-9:36
Break: 9:36-9:44
3rd Hour EXAM 9:44-11:14
Regular 4th Hour 11:18-12:52
5th Hour Exam 12:56-2:26
6th Hour 2:30-3:00

Wednesday, January 17:
Tuesday, January 16:
    a. Reading Sample
    b. Graphic Organizer
    c. Essay Rubric

Monday, January 15:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.


Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:
I can use the apostrophe correctly according to the rules of grammar.

I can read an autobiography and consider an author's personal experiences in regards the circumstances involving apartheid in history.

I can cite evidence from the text to support conclusion I draw while reading.

1. Vocabulary Quiz #8
3. Read "Kaffir Boy"
    a. Reading Assignment
4. Missing any quizzes or tests?

Friday, January 12:
SNOW DAY!
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.


Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:
I can use the apostrophe correctly according to the rules of grammar.

I can read an autobiography and consider an author's personal experiences in regards the circumstances involving apartheid in history.

I can cite evidence from the text to support conclusion I draw while reading.

1. Vocabulary Quiz #8
2. Grammar: Apostrophes
    a. Rules
3. Go over "The Secret Room" Quiz
5. Read "Kaffir Boy"
    a. Reading Assignment

Thursday, January 11:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Learning Targets:
I can use the apostrophe correctly according to the rules of grammar.

I can read an autobiography and consider an author's personal experiences in regards to a real event in history (WWII).

I can cite evidence from the text to support conclusion I draw while reading.

1. Correct together Apostrophe Activity #2
    a. Quiz Tomorrow!
2. "The Secret Room" Open Book Quiz
3. Vocabulary List #8 Synonyms
    a. Quiz Tomorrow!

Wednesday, January 10:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Learning Targets:
I can use the apostrophe correctly according to the rules of grammar.

I can read an autobiography and consider an author's personal experiences in regards to a real event in history (WWII).

I can cite evidence from the text to support conclusion I draw while reading.

1. Grammar: Apostrophe Activity #2
    a. correct together tomorrow!

2. Read individually "The Secret Room"
    a. from the pink/black textbooks
    b. pg 417
    c. Active Reading Assignment
    d. Reading Quiz tomorrow!

Tuesday, January 9:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Targets:
I can use the apostrophe correctly according to the rules of grammar.

I can use context to replace words from song lyrics with words from vocabulary list #8.

I can write to express my own original ideas.

2. Grammar: Possessives/Apostrophes Practice
    a. Rules
3. Go over Reading Quiz
    a. "The Lottery" by Shirley Jackson
4. Journal: How do you define a hero?

Monday, January 8:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Targets:
I can identify when to use the plural or possessive form of words.

I can take a timed open book quiz over "The Lottery".

I can answer SAT style multiple choice questions over reading passages.

2. Grammar: Plural or Possessive
    a. Concept
    b. Practice
3. Open Book Reading Quiz
    a. "The Lottery" by Shirley Jackson

Friday, January 5:
SNOW DAY!

Thursday, January 4:
SNOW DAY!

Wednesday, January 3:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Targets:
I can write to express my own thoughts and opinions on a tradition that my family or society keeps.

I can read "The Lottery" and identify details that the author used to foreshadow what's to come in the plot.

1. Journal: Tell me about a tradition your family has or one that exists in society. Why do you think the tradition started? Do you like it and do you think/hope it should continue the way it always has? Why or why not?
    a. Write on paper
    b. 65+ words
    c. Word count at the top of the page
    d. Turn into the box

2. Lottery Drawing! Who will be the winner?

3. Read independently "The Lottery" by Shirley Jackson
    b. Reading quiz tomorrow!

Christmas Break!

Wednesday, December 20:
CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance.

Learning Targets:
I can read a seminal document.

I can paraphrase the editorial "The American Flag Stands for Tolerance".

I can identify words used for impact in the editorial "The American Flag Stands for Tolerance" and explain their significance to the main idea of the passage.

1. Go over active reading "The American Flag Stands for Tolerance"

2. Nicholas Was...Assignment

Tuesday, December 19:
CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance.

Learning Targets:
I can read a seminal document.

I can paraphrase the verdict in Texas v. Johnson Majority Opinion.

I can compare the information in Texas v. Johnson Majority Opinion to the First Amendment from the Bill of Rights.

1. Texas v. Johnson Majority Opinion
    a. Timed SAT Reading Comprehension Practice
        ii.  SAT Reading Section breaks down to 1.25 minutes/?
    b. Review answers

Monday, December 18:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance.

Learning Targets:
I can read a seminal document.

I can paraphrase the verdict in Texas v. Johnson Majority Opinion.

I can compare the information in Texas v. Johnson Majority Opinion to the First Amendment from the Bill of Rights.

Learning Targets:
I can effectively communicate my perspective on an issue to my fellow classmates that is backed up by evidence and personal experience.

1.Finish Persuasive Speeches!
    a. Prewriting
    b. Rubric
    c. Outline Template
    d. Presentation Requirements
2. Review Writing with Numbers Quiz
3. Discuss Texas v. Majority Opinion
4. Silent Reading Time?

Friday, December 15:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance 

Learning Targets:
I can read a seminal document.

I can paraphrase the verdict in Texas v. Johnson Majority Opinion.

I can compare the information in Texas v. Johnson Majority Opinion to the First Amendment from the Bill of Rights.

1. Writing with Numbers Practice
2. Writing with Numbers Quiz
3. Read: Texas v. Johnson Majority Opinion from the Collections books
    b. Compare this document to the First Amendment


Thursday, December 14:
SNOW DAY


Wednesday, December 13:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Learning Targets:
I can effectively communicate my perspective on an issue to my fellow classmates that is backed up by evidence and personal experience.

Persuasive Speech Day!

    a. Prewriting
    b. Rubric
    c. Outline Template
    d. Presentation Requirements

Tuesday, December 12:
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Learning Targets:
I can effectively communicate my perspective on an issue to my fellow classmates that is backed up by evidence and personal experience.

1. Socrative Poll: Quick Question: Enter one of your ideas for a main point in your speech
2. Collections: Interactive Lesson "Building Effective Support" and "Creating a Cohesive Argument"
3. Assignment: Persuasive Speech
    a. Prewriting
    b. Rubric
    c. Outline Template
    d. Presentation Requirements
            i. Speech Presentations will be on Wednesday, December 13

Monday, December 11:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Learning Targets:

I can use the words from list #7 correctly in a sentence.

I can participate in a class discussion involving the movie trailer "My So-Called Enemy" and offer insight into what I noticed about the piece.

I can effectively communicate my perspective on an issue to my fellow classmates that is backed up by evidence and personal experience.


1. Inference Reading Skill Assessment
    a. correct together for remediation
2. Vocabulary Quiz #7
    a. correct together for remediation
4. "My So-Called Enemy" Recap
    a. class discussion for participation points
5. Assignment: Persuasive Speech
    a. Prewriting
    b. Rubric
    c. Outline Template
    d. Presentation Requirements
            i. Speech Presentations will be on Wednesday, December 13 

Friday, December 8:
1. Vocabulary List #7: Quiz
2. Finish Analysis of My So-Called Enemy Trailer
    a. 15 minutes work time
3. Inference Reading Skill Assessment
    a. Reading Passages on Paper
    b. Questions in Socrative
4. Writing with Number Grammar Practice
    a. If time allows go over answers together

Thursday, December 7:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Targets:
I can use a thesaurus to find synonyms for my words from vocabulary list #7.

I can identify grammatical errors in sentences involving the use of numbers.

I can view media and analyze examples from a movie trailer that represent an author's tone and purpose.

1. Vocabulary List #7: Synonyms
2. Grammar: Writing with Numbers Kahoot
3. My So-Called Enemy Analysis
    a. Assignment


Wednesday, December 6:
SOS Day
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Targets:
I can read "The Wife's Story" and cite examples of word choice the author makes to form a connection between the reader and the narrator.

I can analyze the examples of word choice the author makes to form a connection between the reader and the narrator.

I can express my findings of example and analysis in written form that is grammatically correct.

1. "The Wife's Story" Timed Response
    a. 30 minutes
    b. Literary Analysis
    c. Handwritten
2. Silent Reading Time
    a. Daily Assignment Grade
    b. Material of your choice!

Tuesday, December 5:
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:


I can correctly use the words from list #7 in a sentence.

I can read "The Wife's Story" and use close reading skills to find meaning in what the author wrote.

I can use the literary skill of inference to help find meaning in what I read.

1. Vocabulary List #7: Song Lyrics
    a. 2nd Hour
    b. 4th Hour
    c. 5th Hour
2. Grammar: Writing with Numbers
    a. Rules and Practice
    b. Assignment
3. "The Wife's Story" Close Read Discussion
    a. Check for completion
    b. Class Discussion for assignment points


Monday, December 4:
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:


I can correctly use the words from list #7 in a sentence.

I can read "The Wife's Story" and use close reading skills to find meaning in what the author wrote.

I can use the literary skill of inference to help find meaning in what I read.

1. Vocabulary List #7: Sentences
2. Reading Skills Practice: Inference
3. Close Reading: "The Wife's Story"
    a. Assignment

Friday, December 1:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Learning Targets:


I can correctly use the words from list #6.

I can write to follow the rules of subject verb agreement.

I can effectively change a piece of writing to create a plot twist.

I can define the literary device of plot twist.


1. Vocabulary List #6: Quiz
2. Reading Skills: Inference
    a. Activity

Thursday, November 30:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:


I can use a thesaurus to identify synonyms to the words on list #6.

I can use inference to draw conclusions about what I read.

I can use context clues to figure out the meanings of words I don't know.

I can edit and revise errors in subject verb agreement.

1. Vocabulary List #6: Synonyms
2. Reading Skill: Context Clues Assessment
3. Grammar: Subject Verb Agreement

Wednesday, November 29:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Targets:


I can use textual evidence to support my answers to reading comprehension questions from the short story "What, of This Goldfish, Would You Wish?"

I can use inference to draw conclusions about what I read.

1. Quiz: "What. of this Goldfish, Would You Wish?"
    a. correct/discuss together
3. Inference Lesson #19
4. Grammar: Subject Verb Agreement

Tuesday, November 28:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


Learning Targets:

I can use my vocabulary words from list #6 in a sentence.

I can use textual evidence to support my answers to reading comprehension questions from the short story "What, of This Goldfish, Would You Wish?"

I can use inference to draw conclusions about what I read.

1. Vocabulary List #6 Song Lyrics
2. Reading Skill: Inference Level Up Tutorial
    a. Must take a screenshot of your practice and send it for a grade!
    b. You MUST hit the "check" button on the bottom of the practice in order for your answers to submit!
3. Introduction to Collections:
    a. Read "What. of this Goldfish, Would You Wish?"
4. Reading Quiz tomorrow

Monday, November 27:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Targets:

I can write a journal to express my original ideas and thoughts.

I can use my vocabulary words from list #6 in a sentence.

2. Journal: If I had three wishes, I'd wish for...because...
    a. 65 words or more count at the top of the page
3. Introduction to Collections: Diagnostic Test #1
    a. HMH One Assessment

Tuesday, November 21:
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Learning Targets:

I can identify and write with the rhetorical devices of ethos, pathos, and logos.

1. Ethos, Pathos, Logos Reminder
2. SAT Writing Skills Activity
    a. Dear Santa...

Monday, November 20:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Learning Targets:


I can use context to identify the meaning of words.

I can define the rhetorical devices of ethos, pathos, and logos.

1. Literary Analysis Essay "How Much Land Does a Man Need" due now!
2. Context Clues: Charles Dickens
    a. Timed Activity: 10 minutes
    b. SAT Pacing Practice of 1.25 minutes per question
    a. Guided Notes
4. Ethos, Pathos, Logos Examples Assignment w/partner
    a. Create a Google Slideshow of FOUR slides
        1. Title Slide: names
        2. Ethos: example (words or image)
        3. Pathos: example (words or image)
        4. Logos: examples (words or image)
    b. Email to riseler@croslex.org Subject Line: Ethos, Pathos, Logos

Friday, November 17:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list five.

I can identify the elements of a parable in "How Much Land Does a Man Need" and cite textual evidence formatted correctly that prove their presence.

1. Vocabulary List #5: Quiz
    a. Spelling Counts!
2. Literary Analysis Essay "How Much Land Does a Man Need"
    a. Show rough drafts to get an edit sheet!

Thursday, November 16:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list five.

I can identify the elements of a parable in "How Much Land Does a Man Need" and cite textual evidence formatted correctly that prove their presence.

1. Vocabulary List #5: Synonyms
2. Semicolon Wrap Up: Illuminate
3. Pre-writing for Literary Analysis Essay "How Much Land Does a Man Need"
    a. Pre-writing check today
    b. Rough draft check for self edit sheet tomorrow
    c. Final draft due Monday, November 20

Wednesday, November 15:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list five.

I can identify the elements of a parable in "How Much Land Does a Man Need" and cite textual evidence formatted correctly that prove their presence.

1. Reading Quiz: "How Much Land Does a Man Need"
2. Grammar: Semicolons, Commas, and Colon Quiz
    a. Review first with yesterday's activity
3. Context Clues: from A Tale of Two Cities by Charles Dickens
4. Begin Pre-writing for Literary Analysis Essay "How Much Land Does a Man Need" due Monday, November 20.

Tuesday, November 14:
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list five.

I can identify the elements of a parable in "How Much Land Does a Man Need" and cite textual evidence formatted correctly that prove their presence.

1. Vocabulary List #5: Song Lyrics
2. Grammar: Semicolons Practice
    a. Assessment tomorrow?
3. Class Discussion:
    a. What is a parable?
    b. What do you really need to survive?
4. Read individually "How Much Land Does a Man Need" by Leo Tolstoy
    a. Active Reading Assignment: Parable Chart with textual evidence

Monday, November 13:
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list five.

I can proofread text to identify common grammar and usage errors while correcting them accordingly.

1. Vocabulary List #5: Sentences
2. Grammar: Semicolons Practice
3. "The Censors", "The Interlopers", Irony, and Satire Kahoot Review
4. Proofread Practice (Recipe for Destruction)
    a. Focus on
    4 errors    i. written information matching the graphic
    2 errors    ii. punctuation (commas)
    5 errors    iii. capitalization
    2 errors    iv. semicolons
    3 errors    v. usage
5. Words in Context Practice

Friday, November 10:
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


Learning Targets:


I can write correctly with a colon and a semicolon.

I can define my words from list four.

I can write my opinion on an issue, take a stand, and support my own thoughts with my personal experience and connected other examples from society as well.

1. Vocabulary List #4: Quiz
2. Grammar: Semicolons Practice
3. "The Censors" Time Writing Quiz
4. Read a book of your choice for a Daily Assignment Grade

Thursday, November 9:
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can define the literary term of satire.

I can identify the author's use of irony in the short story "The Censors".

I can use a thesaurus to find synonyms for my five vocabulary words from list four.

1. Vocabulary List #4: Synonyms
    a. Quiz tomorrow!
2. Grammar Practice: Semicolons
4. Read individually "The Censors"
    b. Reading Quiz tomorrow!

Wednesday, November 8:
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Learning Targets:


I can write correctly with a colon and a semicolon.

I can cite examples of daily life under a totalitarian dictator.

1. Grammar Practice: Semicolons
2. Life in a Dictatorship: National Geographic
    A. Assignment

Tuesday, November 7:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.


CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Targets:

I can define my vocabulary words on list four and use them correctly in a sentence.


I can write correctly with a colon.

I can identify Saki's use of irony in "The Interlopers".

1. Vocabulary List #4: Song Lyrics
2. Pre-Test over Semicolons
3. Grammar Practice: Colons
4. Read "The Interlopers"
    a. Assignment

Monday, November 6:
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Targets:

I can define my vocabulary words on list four and use them correctly in a sentence.


I can recognize elements of voice in Ray Bradbury's work and write in a style that matches.

I can use context to figure our what unfamiliar words to me mean.

I can punctuate dialogue correctly.

1. Turn in from Dandelion Wine endings: Instructions
2. Bradbury's ending
3. Vocabulary List #4: Sentences
4. Grammar: Quotation Marks Review
    a. Quiz

Friday, November 3:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

Learning Targets:

I can define my vocabulary words on list three and use them correctly in a sentence.


I can edit my work to ensure correct grammar and usage.


I can write a sentence that punctuates dialogue correctly.

I can recognize elements of voice in Ray Bradbury's work and write in a style that matches.

1. Vocabulary List #3: Quiz
2. Grammar: Quotation Marks Review
    a. Quiz?
3. Dandelion Wine peer edits
    a. Essay due Monday
    b. Rubric
4. Extra help with punctuating dialogue

Thursday, November 2:

CCSS.ELA-LITERACY.L.9-10.4.C

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.


CCSS.ELA-LITERACY.RL.11-12.6

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).



Learning Targets:

I can define my vocabulary words on list three and correctly identify five synonyms for each.

I can define the three types of literary irony: dramatic, situational, and verbal.

I can correctly label examples of irony as dramatic, situational, or verbal.



1. Vocabulary List #3: Synonyms
    a. Quiz tomorrow!
    a. Guided Notes
    b. Activity
3. Isn't is ironic...wait, it is? Exit Ticket

Wednesday, November 1:
Learning Target: I can research careers and learn about which career paths pair well with my interests and learning styles.

1. Career Cruising with Mrs. Brandon
2. Dandelion Wine peer edits on Friday
3. Extra help with punctuating dialogue

Tuesday, October 31:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can define my vocabulary words from list #3 and correctly use them in a sentence.

I recognize the literary difference of terror vs suspense and can identify specific examples of each from the selection "Lamb to the Slaughter".

1. Rough Draft Work: from Dandelion Wine endings due now!
2. Vocabulary List #3: Song Lyrics
4. Alfred Hitchcock "Lamb to the Slaughter"
    a. Assignment: Identify examples of both terror and suspense

Monday, October 30:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can define my vocabulary words from list #3 and correctly use them in a sentence.

I can write a sentence that punctuates dialogue correctly.

I can recognize elements of voice in Ray Bradbury's work and write in a style that matches.

1. Vocabulary List #3: Sentences
2. Grammar: Quotation Marks: Knock Knock
3. Rough Draft Work: from Dandelion Wine endings
    a. Rough draft due for peer edit tomorrow
    b. Final draft due Monday, November 6
    c. Rubric

Friday, October 27:

Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can define my vocabulary words from list #2 and correctly use them in a sentence.

I can identify traits unique to the literary element of "voice" as applied to author Ray Bradbury's work in the novel Dandelion Wine.

1. Vocabulary List #2: Quiz
2. from Dandelion Wine reading quiz
3. Paper Pass Back!
4. Career Cruising Interest Inventory
    a. Username and Password Cards Needed!
5. Dandelion Wine Endings Writing Assignment

Thursday, October 26:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can define the literary concept of "voice" and provide a real life example that represents it.

I can write a sentence that uses dialogue punctuation correctly.

1. Masque of the Red Death Projects Due Now!
2. Grammar: Quotation Marks
    a. Practice
3. Vocabulary List #2: Synonyms
4. Read from Dandelion Wine by Ray Bradbury
    a. Assignment: Chart to identify textual evidence of the use of the literary concept of voice.
    b. Reading quiz tomorrow!
    c. Begin Writing Assignment

Wednesday, October 25:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can define the literary concept of "voice" and provide a real life example that represents it.

I can write a sentence that uses dialogue punctuation correctly.

1. Masque of the Red Death: Assessment Grade
2. Grammar: Quotation Marks
    a. Practice
4. Literary Concept: Voice
5. Begin reading from Dandelion Wine by Ray Bradbury
    a. Assignment: Chart to identify textual evidence of the use of the literary concept of voice.

Tuesday, October 24:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can use my vocabulary words correctly in an original grammatically correct sentence.

I can change a run on or a comma splice to create a grammatically correct sentence.

I can create a visual representation depicting the mood supported by textual evidence of the story "The Masque of the Red Death" by Edgar Allan Poe.

1. Grammar: Run On and Comma Splice Quiz
    a. Take on paper
    b. Trade and correct when everyone is finished
2. Vocabulary List #2: Click on the Google Form for your corresponding class period, fill in the Google Form with the vocabulary word related to the given song lyrics.  Remember to hit submit when finished.
    a. 2nd Hour
    b. 4th Hour
    c. 5th Hour
3. Assignment: Masque of the Red Death Visual Representation (due Wednesday when class begins)
    a. Rubric- be sure to follow the requirements of the rubric to ensure maximum points earned!

Monday, October 23:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can use my vocabulary words correctly in an original grammatically correct sentence.

I can change a run on or a comma splice to create a grammatically correct sentence.

I can create a visual representation depicting the mood supported by textual evidence of the story "The Masque of the Red Death" by Edgar Allan Poe.

1. Vocabulary List #2: Sentences
2. Grammar: Run On and Comma Splice Practice
3. Assignment: Masque of the Red Death Visual Representation (due Wednesday)
    a. Rubric

Friday, October 20:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can use context to figure out what a word means when I read a given sentence.

I can change a run on or a comma splice to create a grammatically correct sentence.

I can read a story and draw conclusions supported by textual evidence.

1. Vocabulary List #1: Quiz
2. Read "The Masque of the Red Death" by Edgar Allan Poe together
    a. Slideshow
    c. Part 2

Thursday, October 19:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Learning Target: I can identify the main idea and the most important details in the nonfiction article "Blood is Ebola's Weapon and Weakness".

I can rewrite a run-on sentence so it is grammatically correct.

1. Vocabulary List #1: Synonyms
2. Grammar: Run On's
    a. Practice Continues
4. Edgar Allan Poe
    a. Who was he?
5. Prediction: Slide Show
    a. After reading the nonfiction passage assigned today, watching the short video about Poe's life, and looking through the seventeen images in the slide show, make a prediction as to what you think the story is about in a five grammatically correct complete sentences.


Wednesday, October 18:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can identify textual evidence that supports the mood of horror created by Elizabeth Bowen in "The Demon Lover"

I can rewrite a run-on sentence so it is grammatically correct.

1. Read: "The Demon Lover" by Elizabeth Bowen together
2. Reading Comprehension Quiz
    a. Put the events in the correct chronological order as they occurred in Mrs. Drover's life.
    b. Extra Credit!
3. Assignment: Mood Chart

Tuesday, October 17:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Targets: 
I can indicate the "mood" in a piece of literature and identify textual examples the author uses to create the atmosphere or mood for readers.

I can rewrite a run-on sentence so it is grammatically correct.

1. Attack of the Killer...assignment due now!
2. Vocabulary List #1: Song Lyrics
3. Grammar Assessment: Complete Sentence or Fragment
4. Grammar: Run On's
    b. Practice
5. Mood Review: Setting the Mood
6. Read: The Demon Lover (ITA)

Monday, October 16:

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can indicate the "mood" in a piece of literature and identify textual examples the author uses to create the atmosphere or mood for readers.

1. Review "The Boar Hunt" Quiz
2. Paper Pass Back!
3. Vocabulary List #1: Sentences
        a. Sentence Fragment Examples
    a. Turn in Mood Journal to the box
6. Attack of the Killer...assignment due tomorrow!

Friday, October 13:
Common Core Standard: CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I can apply the concept of a moral and represent it visually.

1. Outline Assignment Due Now!
    a. Digital: Share with Mrs. Iseler with subject line Quiet Man Outline and then turn in the following items in the given order:
        i. Green Rubric
       ii. Movie/Story Chart
       iii. Basis Point Prewriting (Rough Draft)
    b. Print: turn in the following items in the given order:
        i. Green Rubric
       ii. Movie/Story Chart
       iii. Basis Point Prewriting (Rough Draft)
        iv. Final Draft
2. "The Boar Hunt" Reading Quiz
    a. Turn in Active Reading Analysis Assignment
3. Assign: Attack of the Killer...(due Tuesday)

Thursday, October 12:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I can define the literary term of moral and identify the moral of a story after independently reading a work of fiction.

1. Journal: Have you ever mistreated or taken something or someone for granted?  How did you feel about it?  What, if anything, did you ever do to make it right with yourself and/or others?
    a. 65 words or more


    b. Reading Quiz Tomorrow!

Wednesday, October 11:PSAT/NMSQT TEST DAY
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: I can compare and contrast ideas by providing textual evidence from literature to support my conclusions.

I can write in outline format correctly.

1. Outline Assignment (due Friday)

Tuesday, October 10:
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: I can compare and contrast ideas by providing textual evidence from literature to support my conclusions.

I can write in outline format correctly.

1. Outline Assignment (due Friday)

Monday, October 9:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.


1. Outline Assignment (due Friday)
2. Story and Movie Chart Checks!

Friday, October 6:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

    a. Practice 

Thursday, October 5:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

1. Finish Film and Analysis Chart
    a. The Quiet Man
2. Reading Quiz Review "The Quiet Man"
    a. Practice 

Wednesday, October 4:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

1. Film Analysis Chart
    a. View from The Quiet Man

Tuesday, October 3:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

1. Film Analysis Chart
    a. View from The Quiet Man

Monday, October 2:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can view a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

1. Reading quiz today over "The Quiet Man"
2. Film Analysis Chart
    a. View from The Quiet Man

Friday, September 29:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target: I can read a fictional story and chart the progression of plot, analyze the personalities of characters, and identify the resolutions to conflicts.

1. Read the short story independently "The Quiet Man" (paper copy in class)
    a. Close Reading Chart Assignment
    b. Reading quiz Monday

Thursday, September 28:
Reading: Informational Text - RI.9-10.1, RI.9-10.2, RI.9-10.3 
Speaking & Listening - SL.9-10.1.A, L.9-10.1.C, SL.9-10.
Learning Target: I can identify the main idea of a text.
    b. Close Read: The Sports Gene

Wednesday, September 27:
Reading: Informational Text - RI.9-10.1, RI.9-10.2, RI.9-10.3 
Speaking & Listening - SL.9-10.1.A, L.9-10.1.C, SL.9-10.
Learning Target: I can identify the main idea of a text.

Tuesday, September 26:
Learning Target: I can identify the main idea of a text.
        a. Review: The Sports Gene and Blast: Losing Control
        b. Spelling Exercise

Monday, September 25:
Reading: Informational Text - RI.9-10.1, RI.9-10.2, RI.9-10.4, RI.9-10.10 
Learning Target: I can use textual evidence to support conclusions I draw from reading a text.

    a. First Read: The Sports Gene

Friday, September 22:
Reading: Informational Text- RI.9-10.1
Writing - W.9-10.1.A, W.9-10.1.B, W.9-10.5, W.9-10.6
Speaking & Listening - SL.9-10.1.A, SL.9-10.1.C, SL.9-10.1.D
Learning Target:  I can read a nonfiction passage and apply knowledge and concepts in it to my own life.

    a. Blast: Losing Control

Thursday, September 21:
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target:  I can read a fictional story and analyze an author's use of inference.

1. Unexplained Phenomenon Slides
           a. Inference Examples
3. Read "Hey-Come on Out" together
4. Assignment: Inference Chart

Wednesday, September 20:
2. Unexplained Phenomenon Slide
    a. Choose an unexplained natural phenomenon.
    b. Create a slide that includes an image of the phenomenon and write a paragraph describing where it can be found, what it is, and why it's unexplained.
    c. Send your slide to riseler@croslex.org with subject line: unexplained phenomenon

Tuesday, September 19:
Common Core Standard:
Reading: Informational Text - RI.9-10.1, RI.9-10.10

Learning Objective:  I can employ reading comprehension skills to better understand material as I read.

Monday, September 18:
Common Core Standard:CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:  I can use context clues to discover the meaning of words I don't know.
1. Personal Narratives due!
3. Read together "The Other Wife"

Friday, September 15:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target:  I can read a text, analyze an author's use of literary elements, and write to convey my analysis using textual support.

1. Study Sync Skills Reminder: Context Clues, Annotation, and Inference
2. Read excerpt from In God We Trust-All Others Pay Cash by Jean Shepherd
    a. Using Context Clues Activity
    b. Annotation Activity
    c. Analysis Assignment
3. Personal Narratives due Monday

Thursday, September 14:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write with sensory images to create vivid mental pictures in my reader's minds.

    a. Annotation Skill
2. Peer Edit Personal Narrative
3. Final Draft Work Time

Wednesday, September 13
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write with sensory images to create vivid mental pictures in my reader's minds.

1. Writing Dialogue Practice #2
2. Rough Draft Work Time
    a. Add in Exploded Moments

Tuesday, September 12
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write with sensory images to create vivid mental pictures in my reader's minds.

1. Context Clues Practice #2
2. Writing Dialogue Practice #2
4. Rough Draft Work Time

Monday, September 11
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write with sensory images to create vivid mental pictures in my reader's minds.

2. Brainstorm Personal Narrative Topics
    a. Rough Draft
    b. Writing Dialogue Practice

Friday, September 8
Common Core Standard:CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write with sensory images to create vivid mental pictures in my reader's minds.

1. "Two Kinds" Reading Quiz
2. Class Discussion
3. Personal Narrative Example
    a. Note examples of vivid sensory images
4. Practice writing sensory images
5. Brainstorm Narrative Topics
6. Short Story Notes Quiz?

Thursday, September 7
Common Core Standard:CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Learning Target:
I can identify examples of visually expressive words.

1. Who is Amy Tan?
    a. Rock Bottom Remainders
    b. The Simpsons
2. Class Poll Results in Socrative
3. Read "Two Kinds" by Amy Tan
        a. Shirley Temple Image
4. Complete Reading Analysis
        a. Quiz over reading tomorrow!

Wednesday, September 6
Learning Target:
I can write to express my own original ideas after examining how people gather information about the world.

Common Core Standard:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

1. Class Website: http://tinyurl.com/Iseler10ASem12017
2. Name Sticks
    a. Blast #1

Alternative Tasks:
1. Journal: Parents Just Don't Understand
    a. In 65 words or more, describe a time when your parents wanted you to     do something that "was good for you" and you didn't want to.  What was         the situation, and how did it turn out?

            a. Nonfiction Analysis

Tuesday, September 5
Learning Target:
I can write to express my own original ideas after examining how people gather information about the world.

Common Core Standard:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

1. Seating Chart
2. Class Website: http://tinyurl.com/Iseler10ASem12017
4. Syllabus/Classroom Business