English 11

English 11 2017-2018




8/30 First day of school

  • Cornell notes: This I Believe "The Power of Hello" by Howard White
  • Syllabus
  • Composition notebook writing prompt

8/31 Picture day and AVID Writing Survey

  • The AVID Writing Survey takes approximately 45 minutes to complete. Please respond on a separate sheet of notebook paper and be thorough in your answers. The survey is due on Tuesday, 9/5
  • 9/1 Syllabus and Technology
  • Cornell Notes
  • Syllabus
  • Digital Resources and Textbook

9/5 Class Novel

  • Tuesday, 9/5:
  • A classroom with purpose: establishing classroom relationships with guidelines for how to speak, listen, and learn in English 9 as an individual and member of the community
  • TED Talk with Cornell notes: How do we speak so that others want to listen?
  • The Great Gatsby by F. Scott Fitzgerald


9/6

  • What is The American Dream?
  • Group poster and presentation
  • Begin The Great Gatsby by F. Scott Fitzgerald (5 minutes with the audiobook) through page 2

Thursday 9/7

Friday 9/8

Monday 9/11

Tuesday 9/12 The Great Gatsby by F. Scott Fitzgerald through chapter 1

  • Low Stakes Writing Prompt (LSW) in composition notebook. AVID Strategy prewriting assessment
  • PREWRITE (LSW): Make a list of incidents from your life in response to this series of questions. Where possible, make connections to your notion of The American Dream:

When was I . . .

At a turning point in my life?

Completely embarrassed?

Extremely proud of myself?

Very much afraid for myself or someone else?

Deeply disappointed?

Perfectly happy for a few hours or so?

Sad about a loss?

Challenged by something, physically or mentally?

Aware of some aspect of myself that makes me different from others

  • Revisit Cornell notes from TED Talk last Tuesday by Julian Treasure "How to Speak so that People Want to Listen"
    • Norms and Rules for the class
    • review referral form and process
    • school wide intervention policy
    • Form shared in English 11 folder about developing classroom norms

Wednesday 9/13

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 2 pp. 26 - 34
  • The Stages of the Writing Process AVID strategies handout
  • Narrow down your topic and share ideas in your small group asking the specific questions listed on the projected slide of each person in the group. Invest in a meaningful discussion about your writing topic
  • Cluster: give your chosen incident a name and write it on the center of a sheet of paper. Cluster around it all the sensory details you can remember from the situation (sights, sounds, smells, tasters, temperatures, and textures). Create a cluster for each sense and then add extension ideas (to keep your work more organized).

Thursday 9/14

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 2 pp. 34 - 42
  • Definition LSW: write your definition of The American Dream and include 5 symbols to represent your definition
  • http://www.npr.org/2012/07/19/156683288/your-american-dreams-family-friends-and-the-freedom-to-roam
    • Read over the link from NPR and then rewrite your definition of The American Dream on the googldoc in your English 11 folder
  • Draft your dream-board. Tomorrow we will work on dream boards in class. Due at the end of class Friday or beginning of class Monday. Your choice.

Friday 9/15

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 3 pp. 42 - 48
  • Dream Board: 5- 10 Interconnected Symbols. Use color.
  • Be positive, make it personal, include short-term goals and long term goals, no words. Only symbols. Now add to your symbols with 6 month, 1 year, 5 year, 10 year goals in symbols. Example: college, graduation, travel, house, career, family . . .

Monday 9/18

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 3 pp. 48 - 55
    • Guided Reflection. Write the name of your chosen incident at the top of a page. Using the rest of the page answer the following questions:
      • What was your first response to the incident?
      • What did you do, think, feel?
      • Did you tell your thoughts or show your feelings at the time?
      • What did you think of yourself at the time?
      • What did you think of other people who may have been involved?
      • Are those your judgements now? Why?
      • What does the event say about you or anyone else as a person?
      • What do you understand as a result of the experience?

Tuesday 9/19

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 3 pp. 55 - 64
  • Set up a new sheet of notebook paper with Cornell notes for chapter three. Aim for 7 - 10 observations per reading on step 1.
    • Essential Question: Find examples of imagery--see, hear, taste, touch, smell. Also, track characters in terms of characterization. How is imagery linked to characterization?
    • Introduce First Writing Assessment, Due 9/28

Wednesday 9/20

  • The Great Gatsby by F. Scott Fitzgerald begin chapter 4 pp. 64 - 73
  • On a new page in LSW journal, write the heading: “Description of the Scene”
      • Complete a 5 - 10 minutes quickwrite in which you describe the senses of the incident you selected. Think about the way things looked, sounded, smelled, felt, and even tasted.
  • On another page in your LSW journal, write the heading: “People in the Scene”
      • Complete a 5 - 10 minute quickwrite in which you describe others who were part of the scene. In addition to explaining each person’s role in the scene, record specific and unique descriptions about each person--their looks, mannerisms, actions

Thursday 9/21

  • The Great Gatsby by F. Scott Fitzgerald chapter 4 pp. 73 - 79
  • Quickwrite Response: Working with a partner, students exchange quickwrites

Working with a partner, exchange quick write and do the following:

    • Read the piece through once quickly.
    • Read the piece carefully a second time. As you read, highlight words that are precise and work well in the draft and highlight words that are vague and need revision.
    • At the end of the paper, write down what you think are the main points/main feelings expressed in the quickwrite. Respond quickly, spending about two minutes to record your first impression.
  • Conclude the activity by:
    • Summarizing your partner’s quickwrite in a single sentence
    • Choosing one word from your partner’s quickwrite that best summarizes it.
    • Choosing a word that isn’t in the piece to summarize it.
    • After you have finished, discuss your incidents with each other and ask questions to help each writer clarify the details of your incident.

Friday 9/22

  • The Great Gatsby by F. Scott Fitzgerald chapter 4 pp. 79 - 85
  • Read Model Essays and Score on the Rubric
  • Monday 9/25

Mrs. Bruey was absent today

Read model essays

  • Show vs. Telling in writing focus lesson

Tuesday 9/26

  • draft

Prewrite assessment check in

Wednesday 9/27

  • draft day two
  • Prewrite assessment check in

Thursday 9/28

Friday 9/29

  • Revision and Editing

Monday 10/2

The Great Gatsby by F. Scott Fitzgerald

  • I need a volunteer who is willing to have his/her paper displayed to the class. A table group will pass out your chromebook. Open your first rough draft. Open “Final Draft Autobiographical Incident.” Please get out your rubric for this assignment.
  • REVISE: Using the verbal and/or written feedback and the assignment rubric, and revise your draft.
      • Revision is more than simply rewriting the paper a single time. Revision entails working/molding each part of the essay; it requires refining, perfecting, and blending to achieve final form. In much the same way a musician is taught to learn a piece of music (by practicing a few measures at a time), students should be taught/encouraged to focus their revision efforts, addressing small pieces and/or concepts, and eventually blending them into a final draft.
  • TIMELINE: establish a timeframe for completing the paper. I want to provide opportunities for students to get additional reader responses/make further revisions prior to due date. We will begin Unit 1 in SpringBoard textbook on Thursday. This autobiographical incident will be due Wednesday 10/11. Flexible due date Monday 10/9.
  • REPEAT: students repeat the reader response if needed.
      • Flexible due date: students submit papers at different times. This gives you the opportunity to revise several times at your own pace, without feeling confined by a rigid deadline. I will need to keep track of how long it is taking you to write and revise to help you progress productively in a timely manner.

10/3

10/4

  • Publication
  • Self Evaluation and Reflection
  • First Essay/Summative Assessment due date

10/23, Monday

  • 3rd period: Essay writing for Activity 1.3
  • 5th Period: Rekha's presentation

10/24, Tuesday

  • Both classes: The Writing Process Summative Assessment (85%)
  • 3rd Period: Dangling Modifiers
  • 5th Period: Finish reading The Great Gatsby

10/25, Wednesday

NO CLASS for 3rd or 5th due to PSAT TESTING

10/26, Thursday

  • 3rd Period: America's Voices
  • 5th Period: America's Promise

10/27, Friday

  • 3rd Period: America's Voices
  • 5th Period: America's Promise

Writing Prompts with Guest Teacher. Mrs. Bruey was absent this day

10/30, Monday

  • 3rd Period: America's Voices
  • 5th Period: America's Promise
    • Type drafts of answers to the writing prompts
    • Intro, body paragraphs, conclusion

10/31, Tuesday

  • Zinc and turn in Gatsby books to library
    • Turn in cornell notes chapters 3 - 9 with at least 5 observations per chapter with questions and summaries. Due this Friday.
  • 20 minute write to finish yesterday’s writing prompt
  • Activity 1.5 Fulfilling the Promise
    • Short Story “America and I” by Anzia Yezierska


11/1, Wednesday

1.5 Learning Log (LL)

  • Distinguish which details are most significant and relevant
  • Analyze the relationship between tone and how a short story is structured
  • Revise sentences to add variety and change emphasis
  • Short Story “America and I” pages 19 - 30
    • Story pages 19 - 26, start at chunk 5
    • Questions pages 27 - 28
    • Prompt page 28
    • Sentence structure and variety pages 29 - 30

11/2, Thursday

  • Zinc Reading and Vocabulary
  • Finish reading the short story
    • Re-read to answer text based questions
    • Write a thesis together in small groups and answer the writing prompt in an essay. We will be working with shifts in tone, imagery, direct quotations, and varied sentence structure.

11/3, Friday

  • Zinc Reading and Vocabulary
  • Turn in The Great Gatsby chapters 3 - 9 Cornell notes for imagery and characterization
  • Thesis statement practice
  • 30 minute timed-write
    • Create a new document in your English 11 folder and title it 1.5 Timed Write: Fulfilling the Promise
    • Write your essay response to the prompt on page 28. Include an introduction, minimum 2 body paragraphs, and a conclusion. Due today by the end of class.