Monday

• Students will  begin the class with 10 minutes of independent reading.

• Students begin the class with an examination of the parts of speech of the given sentence for the week.  After students use their resources to identify what they can, we will review and discuss their findings.
  

• Students will add some basic notes on Mood and Tone to their Composition notebooks as well as some lists of related vocabulary words.  These will be discussed in the context of the upcoming arrival of report cards.

• Students will be given the remaining time to manage their grades with time to do quiz corrections if needed, work on late assignments, or the extra credit assignment.

Homework: Students should complete their 1/2 hour of independent reading tonight. All quiz corrections & Extra Credit Word Work is due by Wednesday.

Tuesday

• Students will  begin the class with 10 minutes of independent reading.

• Students begin class identifying the sentence parts of the given sentence.  The relationship between clauses and phrases will be discussed.

• Students will then review their notes on Mood and Tone before applying those ideas to an oral reading of an urban legend titled "The Babysitter."  Students will mark-up words that reflect mood and note shifts in mood as they approach the climax of the story.  Students will collaboratively complete an objective summary, a thematic statement, a plot diagram, and a dialectical activity examining comentary on specific moments in the story and text evidence that supports it.  Finally, students will complete a plot diagram for the story.

Homework: Students should complete their 1/2 hour of independent reading tonight. All quiz corrections & Extra Credit Word Work is due by Wednesday.

Wednesday

• Students will begin class with 10 minutes of independent reading.

• Students will then examine the clauses and sentence type of the given sentence for the week and then punctuate and diagram it.

• Students will continue with their examination of "The Babysitter" completing a plot diagram based on yesterday's reading.  

• They will then examine a student essay discussing the primary theme and it's development as the story progresses.  Students will collaboratively add supporting text evidence that is lacking in the essay.  Results will be discussed.

Thursday - PLC Schedule

• Students begin the class with independent reading.

• Students will collaboratively select, read, and examine 1 of 5 short stories before sharing their findings with the class.

• Students will then be given the opportunity to read another story based on information presented by the teams that examined it.

Friday - Students enjoy the day off.

Monday

• Students will  begin the class with 10 minutes of independent reading.

• Students will then examine the parts of speech of the given sentence for the week.  After students use their resources to identify what they can, we will review and discuss their findings.

• Students will be introduced to Edgar Allan Poe before experiencing several readings of "The Raven."  They  will note questions and observations after each reading, which will be the basis of our discussion.  Students will then be assigned two stanzas to paraphrase before preparing for an oral reading of their assigned stanzas.  The oral reading will be presented at tomorrow's class.

Homework: Students should complete their 1/2 hour of independent reading tonight. All quiz corrections & Extra Credit Word Work is due by Wednesday.

Tuesday

• Students will begin the class with 10 minutes of independent reading.

• Students then identify the sentence parts of the given sentence.  The relationship between clauses and phrases will be discussed.

• Students experience another reading of "The Raven" before being giventime to complete their paraphrases and preparation for their oral reading.

• Students contribute to a class wide collaborative reading of the poem before noting their final observations about the experience.  If we have time students will finish the class discussing "The Simpsons" approach to the poem.

Homework: Students should complete their 1/2 hour of independent reading tonight. All quiz corrections & Extra Credit Word Work is due by Wednesday.

Wednesday

• Students will begin the class with 10 minutes of independent reading.

• Students then examine the clauses and sentence type of the given sentence for the week and then punctuate and diagram it.
• Students will then be introduced to the concept of "Dramatic Irony" and apply it to the first three paragraphs of "The Tell-Tale Heart."
• Students will be introduced to the ABCs of written responses to literature and will collaboratively fill out a graphic organizer identifying the impact of observations they make about the narrator of the story.  We will then make use those notes to construct a written response examining the impact of the unreliable narrator on the buidling of suspense in this story.
• Students will then read the rest of the story, and if time is left, collaboratively construct a plot diagram for it.

Thursday- PLC Schedule

• Studens will begin class rereading the first four paragraphs of the story.  They will then be challenged to examine a film version of the story by Annette Jung.

• Students will collaboratively examine the choices made by the film producer and evaluate their impact on the story telling process.

• Students will end the class using their notes to construct a written examination of those decisions and their impact on the story.

Friday - Students enjoy the day off.