Week #30 April 4-8, 2011

Literature: William Shakespeare's The TRagedy of Romeo and Juliet
Grammar: Focus on appositive and absolute phrases and parts of a sentence
Vocabulary: RJ #s 634-658 antic, solemnity, disparagement, scathe, purge, trespass, loathe, esteem, boisterous, endure, conjure, adjacent, invocation, jest, embed, retain, peril, perjury, perverse, cunning, orb, idolatry, bounty, rite
Writing: Write daily POPS - feature oxymoron.
Homework:
- Vocabulary SAT notes - due every Thursday (sentences by Friday)
   Write a sentence for each word that contains the following grammatical component in your vocabulary notebook. Identify the parts of a sentence.

• For #s 634-638 - appositive phrase
• For #s 639-643 - appositive phrase
• For #s 644-648 - appositive phrase
• For #s 649-653 - absolute phrase
• For #s 654-658 - absolute phrase

Activities
Monday
1. Quiz #9 Vocabulary quiz #s 609-638.
2. Discuss quiz.
3. Finish the group poem and presentation.

Tuesday
1. Continue group poem and presentation.
2. Discuss William Shakespeare background.

Wednesday
1. Read and study the elements of Shakespearean Drama.
2. Scan pages of the play Romeo and Juliet and find examples of each element.
3. Prepare students for the viewing of the play on Friday in the auditorium.

Thursday- Friday
1. Read Act I scenes 1-5 and answer study questions.
2. Friday- Watch the play in the auditorium at 8 am.

Week #29 March 28-April 1, 2011

Literature:Four of Emily Dickinson's Twelve Poems of Emily Dickinson set to music by Aaron Copland / Emily Dickinson's "I watch the Moon Around the House"/ Jack Prelutsky's "The Witch"/ William Shakespeare background
Grammar: Focus on appositive and absolute phrase
Vocabulary: RJ #s 609-633 - mutiny, choler, foe, brawl, canker, forfeit, defiance, scorn, pursue, shun, augment, portentous, importune, envious, shrift, transgression, propagate, assail, posterity, languish, heretic, splendor, warrants, benefice, idle

Homework:
- Vocabulary SAT notes - due every Thursday
- Sentences - due every Friday
* For #s 609-620, write sentences with an appositive phrase. Identify the parts of the sentence (S- subject, V- verb, LV- linking verb, DO- direct object, IO- indirect object, PA-predicate adjective, PN- predicate nominative)
* For #s 621-633, write sentences with an absolute phrase. Identify the parts of the sentence (S- subject, V- verb, LV- linking verb, DO- direct object, IO- indirect object, PA-predicate adjective, PN- predicate nominative)
- Individual Reading Project - March 28, 2011

Activities
Monday
1. Benchmark test. Go over the test after it is done.
2. Finish the group poetry writing and present and do an impromptu setting of poem to music.
3. Discuss poetry terms: enjambment, ceasura, and endstopped. Find examples in the Dickinson poems.

Tuesday
1. 5th and 7th period will have WITS with Ms. Hagle.
2. In 1st period, each group will continue with their project: poetry with anaphora set to music using the word matrix.
NOTE: Quiz is postponed until Wednesday or Thursday.

Wednesday
1. 5th and 7th period will have Quiz #8
2. Each group will continue with their project: poetry with anaphora set to music using the word matrix.
3. Each group will prepare their poem with anaphora set to music, and present in front of the class.

Thursday
1. Possible presentations of groups that did not get to present.
2. Read on William Shakespeare in the Literature textbook. Read and discuss Shakespeare’s background in the Literature textbook.- Take note of details in W.S. life, the theater, and W.S. contributions in the English language.

Friday Read, take notes, and discuss the elements of Shakespearean drama. - Tragedy - Tragic hero - soliloquy - aside - blank verse - iambic pentameter

Week #28 March 21-25, 2011

Literature: Poetry - Four of Emily Dickinson's Twelve Poems of Emily Dickinson set to music by Aaron Copland / Jack Prelutsky's "The Witch"

Grammar: parts of speech, parts of sentence, phrases (infinitive, prepositional, gerund, participial, appositive, and absolute)

Vocabulary: #s 945-964- negligible, pathos, patronize, prerogative, prolific, reconcile, rhetoric, stint, subsidy, uniform, vicissitude, accolade, beleaguer, bias, cynic, deficit, discreet, efficacy, eke, and endemic Literary vocabulary: scansion, enjambment, meter, breve, iamb, blank verse, feminine ending, masculine ending, Alexandria, sound devices, figurative language, details, and diction

Homework: - Vocabulary SAT notes - due every Thursday - Sentences - due Friday *For #s 945-948 - Write a sentence for each with a predicate nominative (PN) or adjective (PA) and a participial, a gerund, or an infinitive phrase. Identify the phrase. * For #s 949-952 - Write a sentence for each word that is either a simple or a compound sentence. Identify the sentence. * For #s 953-956 - Write a sentence for each word that is either a compound or complex sentence. Identify the sentence. Circle the coordinating conjunction and box the subordinating conjunction. * For #s 957-960 - Write a sentence for each word that has a prepositional phrase. Enclose the phrase in brackets and identify whether it is adjective or adverb. * For #s 961-964 - Write a sentence for each word that has an appositive or an absolute phrase. Identify the phrase.

Activities
Monday 1. Quiz #7- Voc #s 925-944/phrases(appositive, absolute, introductory phrase) 2. Go over the quiz. 3. Read and annotate Emily Dickinson's "Nature, the Gentlest Mother." Take note of figurative, rhyme, meter, sound devices, and meaning.

Tuesday 1. Identify phrases in the poem "Nature, the Gentlest Mother." 2. Discuss the poem and listen to the artsong.

Wednesday-Thursday 1. Read and annotate the other three poems and discuss each one. 2. Listen to the artsong. 3. Groupwork: Students will write their own poem and set it to music (own choice).

Friday 1. Groupwork: Students will write their own poem and set it to music (own choice). - Group poem using the CWP Word Matrix (WITS-inspired) - NOTE: The assignment was not finished and will be pursued after Monday's Benchmark test. 2. Perform in class. 3. Read and annotate Jack Prelutsky's "The Witch." -To be read next week.

Week #27 March 7-11, 2011

Literature: Poetry - Four of the Twelve Poems of Emily Dickinson set to music y Aaron Copland
Film: Finishing the Third Stage of Great Expectations by Charles Dickens
Grammar: Sentence and sentence style
Vocabulary: #s 925-944 strategy, akin, appreciable, articulate, broach, browse, clamorous, compact, confident, confidential, deduce, deportment, ethereal, evince, infirmity, initiate, instrumental, lithe, meteoric, negligible

Homework:
- Vocabulary SAT notes format notebook - due every Thursday
- Monday and Tuesday - In your SAT notebook, write a specific sentence using eah word. For vocab #s 925-934, write a compound-complex sentence for each word with either an introductory phrase or clause.
- For vocab #s 935-939, write a sentence for each word with an appositive phrase.
- For vocab #s 940-944, write a sentence for each word with an absolute phrase.
- Individual reading project - due March 28, 2011 (Make sure you have the project handout.)
- Study guide for Stage 3 of Great Epectations - due Friday, March 11

Activities
Monday and Tuesday
1. Finish viewing the film and hopefully, take the test for it. Note the characters and characterization, mood, setting, and the progressing plot. Do not forget that Dickens' diction is very important in understanding the plot and ending of the novel.
2. Receive handouts for Emily Dickinson and Aaron Copland biographies. Read and annotate at home. Prepare for an activity on Thursday.

Wednesday
1. Go over the glossary of terms list and review poetry terminologies. Add to the list scansion, enjambment, meter, iamb, blank verse, feminine and masculine ending, Alexandria, etc.
2. Go over different writing styles: magic three, expanded moment, specific details, etc. and look at examples for each one.
3. Review DIDLS.
4. WITS in 5th period.

Thursday
1. Work on a crossword puzzle.
2. Work on a biography activity and discuss details.

Friday
1. Receive the four poems from Twelve Poems of Emily Dickinson.
2. Highlight unfamiliar words and make a list.
3. Read and annotate for the following:
- What is the poem about?
- form - stanzas, lines, meter
- Figurative language - simile, metaphor, personification, symbol, allusion
- Sound Devices - alliteration, onomatopoeia, assonance, consonance
- stanza by stanza - meaning

Week #26 Feb 28- March 4, 2011

Literature: Poetry (Four of the Twelve Poems of Emily Dickinson set to music by Aaron Copland), Film Viewing and test - Great Expectations by Charles Dickens
Grammar: Sentences, Parts of Speech, Parts of a Sentence, Phrases
Vocabulary: #s 905-924 - disband, drab, drudgery, edict, epithet, exemplify, exterminate, impend, impotent, incidental, inherent, momentary, motoive, nondescript, overture, perpetrate, perpetuate, purport, sloth

Homework
- Vocabulary SAT notes - due every Thursday
- Crossword puzzles - due March 4
- Individual reading - due March 28, 2011
- Read and annotate an Aaron Copland handout I will provide on Friday. A reading check will be given on Monday, March 7.

Activities
Monday
1. Review diction, imagery, details, language, symbolism, figurative language, plot elements, etc.
2. Tally all scores for the GE reading triplet test.

Tuesday
TAKS English in the morning. In the afternoon, we will start with the GE viewing. Each one will receive the 3rd stage study guide.

Wednesday, Thursday, and Friday
Continue the film viewing. Keep taking notes in the study guide.

Thursday
Receive a vocabulary and sentence assignment covering week 24 and 25.
Submit vocabulary notebook. Each one should have three sets of vocab work: week 24, 25, and 26.

Friday
Collect vocabulary and sentence assignment. Discuss some of the sentences.
Receive a copy of the poems and a biography of Aaron Copland and Emily Dickinson.

Week #25 Feb. 21-25, 2011

Main Focus: TAKS Triplet- Great Expectations Chapter XXVII excerpt, "What Are you Talking About?", viewing and representing /OER questions
Other focus: Benchmark test
Grammar: parts of speech, parts of a sentence, phrases/revising and editing
Vocabulary: #s 885-904 moral, morale, motif, offset, portray, preposterous, resort, rudiment, snippet, staid, wayward, admonish, approbation, artifice, bathos, blithe, condole, congest, deference, devout

Homework:
- Vocabulary SAT notes - due every Thursday
- Individual reading - due everyday until March 28, 2011
- Do not forget the plot, setting, characters, and other things about Great Expectations. Remember, the test has not been given yet. Keep working on vocabulary assignments and prepare for a major vocabulary test after the TAKS test.

NOTE: An extra credit opportunity was emailed to you. Take advantage of it if you want to earn 10 points added to your average. Please share the opportunity to those who may not have received an email. Thank you. DUE: Feb. 21, Monday.

Objectives:
1. Students will read and comprehend selections.
2. Students will identify and use literary terms and techniques before, during, and after reading.
3. Students will analyze diverse texts and the use of literary terms and techniques in reading selections and use and apply conventions of writing when responding to questions.

Activities:
Monday
1. Take the benchmark test. Go over the test questions and answers.
Questions to ASK when answering questions:
- Do I know what the question is asking? Do I understand the question? What question stem is involved?
- Have I highlighted key words to help me understand the question?
- Do I have annotations on the text or the margin? Have I scanned the questions first so I can annotate the text accordingly?

2. Look at sample responses for OER questions from the previous triplet.

Tuesday
1. Take the reading test based on Great Expectations.
2. Go over the multiple choice questions.

Wednesday-Thursday - Friday
1. Go over multiple choice questions and OER questions.
2. Practice scoring.

Go over the test OER questions and answers.
Questions to ASK when answering questions:
- Do I know what the question is asking? Do I understand the question? What question stem is involved?
- Have I highlighted key words to help me understand the question?
- Do I have annotations on the text or the margin? Have I scanned the questions first so I can annotate the text accordingly?
- Does my answer address the question? Is it engaging or insightful to the reader?
- Does my quote support my response?
- Do I have a commentary that connects my response and my support? Is it analytical?
- Is the response comprehensive? What key words (lit. terms and strategies) are in the response? Are there vocabulary words incorporated in my response from our class list?
- Is my response coherent and consistent?
- ON a scale of 0 to 3, what is my score? What is my peer's score?

NOTE: Film viewing will be postponed indefinitely until all TAKS lessons and activities are covered: Great Expectations TAKS test, TAKS released test, TAKS stems and rubric, and support/evidence.

Week #24 Feb 14-18, 2011

Literature: Great Expectations by Charles Dickens
Grammar: parts of speech, parts of a sentence, verbal phrases
Vocabulary: Voc #s 865-884 - retract, authentic, averse, bane, caustic, comestible, consort, consummate, derision, desultory, diagnose, eccentric, epoch, excerpt, fervent, flaunt, glean, impediment, incomparable, malinger, moral

Homework:
- Vocab SAT notes - due every Thursday
- Individual reading - due every night until March 28, 2011

Objectives:
1. Students will read and comprehend selections.
2. Students will identify and use literary terms and techniques before, during, and after reading.
3. Students will analyze the use of literary terms and techniques in reading selections and use and apply conventions of writing when responding to questions.

Activities
Monday
1. Students will take a reading test on reading comprehension, use and analysis of literary devices and techniques. NOTE: Instead of the reading test I planned for this week, Monday's activity was changed to a TAKS release test due to my absence.
2. Go over the test if there is time.

Tuesday and Wednesday
Go over the test OER questions and answers.
Questions to ASK when answering questions:
- Do I know what the question is asking? Do I understand the question? What question stem is involved?
- Have I highlighted key words to help me understand the question?
- Do I have annotations on the text or the margin? Have I scanned the questions first so I can annotate the text accordingly?
- Does my answer address the question? Is it engaging or insightful to the reader?
- Does my quote support my response?
- Do I have a commentary that connects my response and my support? Is it analytical?
- Is the response comprehensive? What key words (lit. terms and strategies) are in the response? Are there vocabulary words incorporated in my response from our class list?
- Is my response coherent and consistent?
- ON a scale of 0 to 3, what is my score? What is my peer's score?

NOTE: Film viewing will be postponed indefinitely until all TAKS lessons and activities are covered: Great Expectations TAKS test, TAKS released test, TAKS stems and rubric, and support/evidence.

1. View film adaptation (BBC 1999) from the 1st stage to the 3rd stage.
2. Receive study questions for the 3rd stage and continue to annotate for literary devices, syntactical devices, and grammatical structure.

Thursday and Friday
NOTE: Film viewing will be postponed indefinitely until all TAKS lessons and activities are covered: Great Expectations TAKS test, TAKS released test, TAKS stems and rubric, and support/evidence.

1. Continue film viewing if needed.
2. Work on a TAKS released test.