Weekly Calendar - English 12 - Mr. Mirus

Week of May 14th (Last Week of High School Classes!)

Week of May 7th

Week of April 30th

Week of April 23rd

Week of April 16th

Week of April 9th

Week of April 2nd

04/02 Goal: Students will work with a short science fiction story and answer comprehension questions regarding the story read. Bell Ringer: Daily Vocabulary Chart (“neurotic” & “intricate”) Class discussion of vocabulary words. The teacher has students take out their copy of The Illustrated Man, opening to the story “The Other Foot.” As students are opening their books, the teacher will pass out to students the questions that go along with the story, which students are to answer during the reading of the story. As a class, we will read “The Other Foot,” pausing at times for students to have the chance to answer the 9 comprehension questions that are listed on the sheet passed out to them. If there is enough time, students will finish the sheet during class and the teacher will collect their work before leaving class. Homework: If there was not enough time in class to finish the story, students are assigned to finish the story, and to finish answering the questions on the sheet given to them. If this is the case, answers to the questions are due tomorrow at the beginning of class period.	04/03 Goal: Students will work with literary terms, and identify such terms as they apply to a short story read in class. Bell Ringer: Daily Vocabulary Chart (“emanations”) Class discussion of vocabulary word. If assigned to finish for homework yesterday (which is likely the case), the teacher will request for students to turn in the finished answers to questions from “The Other Foot” from yesterday’s reading. Students are told to take out their copy of The Illustrated Man, and the teacher will pass out the “Literary Elements” sheet to students. The information should be just a basic review, and will only take a few minutes to go over. The teacher will then tell students that they are to read the short story “The Highway,” and as they do so they are to fill out the literary element information for the story itself. The teacher will give out a small packet to do so, which areas to fill out for each literary term. Students will silently read and then turn in their work when they are done with it, before leaving class at the end of the period.	04/04 Goal: Students will work with a short science fiction story and answer comprehension questions regarding the story read. Bell Ringer: Daily Vocabulary Chart (“bewildered” & “edifice”) Class discussion of vocabulary words. Students will be told to take out The Illustrated Man, and the teacher will pass out to students the questions that go with the short story “The Man.” Students are told that they are responsible for reading the short story silently in class, and answering the questions listed on the sheet. The teacher will then give students the remainder of the period to do just that, reading the short story and answering the questions. Answers should be turned into the bin before leaving class at the end of the period.	04/05 Goal: Students will view a short film adaptation of a story they have read and discuss the literary work and its meaning Bell Ringer: Daily Vocabulary Chart (“incredulous”) Class discussion of vocabulary word. Students will turn in vocabulary work for the week (6 words). The teacher will explain to students that those students in Senior Seminar now will have their research paper count for both English 12 class and Senior Seminar, so it is especially important to the assignment and to do well. The teacher will also explain to those students that are not in the senior seminar class that they are responsible for writing a short science fiction story, which will be worth significant points as well. The teacher will lead the class down to the library and the computer lab there, and students will have various things explained to them about the senior seminar research outline, tools to use, etc. While students in senior seminar are occupied with the above presentation, the teacher will explain the requirements that the short science fiction story will have, and what they need to do to get started.	04/06 No School – Teacher Conference Exchange Day

Week of March 19th

03/19 Goal: Students will work with a non-fiction text in vocabulary, information, and their own thoughts about the subject matter. Bell Ringer: No bell ringer – substitute teacher (out for professional development) After taking attendance, using the class roster sheet and seating chart, the teacher will distribute to each student a copy of the packet entitled “Steve Jobs: the world pays tribute.” The teacher will then also pass out the two-side, one-sheet answer document (on the teacher’s desk) for students to have room for their written responses. The teacher will go over the packet (telling students to do things in order, including reading the article third). The teacher will also read the directions at the top of the answer document sheet, making sure students know to staple the sheet to the back of their packet after both sheets are done (or they have worked the entire period). Please make it clear that, no matter what, students are to turn in whatever work they are able to get done before leaving class at the end of the period. Students will then have the remaining time in class to work on the various sections of the packet. The teacher can use the key provided to help students if they are struggling. Again, all students should turn in whatever work they were able to do – even if it is not all complete – before leaving at the end of the period. This means stapling the answer document sheet to the back of their packet, and making sure to have their name on the front of the packet itself.	03/20 Goal: Students will be introduced to the genre of science fiction. Bell Ringer: Daily Vocabulary Chart (“connoisseur” & “telepathic”) Class discussion of vocabulary words. The teacher will collect copies of Angela’s Ashes, since that unit is now over. Teacher will then start the next unit by showing a brief slideshow of images related to science fiction to get students interested in the genre for The Illustrated Man. During the images, the teacher will discuss with students what they know about the particular images as well as science fiction in general. The teacher will then have students get into groups of 2 or 3, having at least one person in each group with an internet-able device. The teacher will pass out the sheet labeled “What is Science Fiction” and instruct students to use their knowledge as well as the internet to find information on the sheet. After giving students enough time, the teacher will bring students back together and debrief the activity done in class. The teacher will then have students copies of the book The Illustrated Man, and the teacher will read aloud in the prologue of the book. If time, class discussion will follow (such as “why have the tattoos tell the story, and not just the man,” and “do you think that stories will have any type of connection with the main character that is the narrator during the prologue,” etc.)	03/21 Goal: Students will think about and share thoughts concerning some of the main thematic ideas communicated in The Illustrated Man, and they will begin to read in the book. Bell Ringer: Daily Vocabulary Chart (“tapestry” & “deplore”) Class discussion of vocabulary words. The teacher will ask again for copies of Angela’s Ashes that might still need to be returned. The teacher will then pass out the anticipation guide for The Illustrated Man, which will be briefly explained, though students should be familiar with anticipation guides by now. Students will be provided with time to work on their anticipation guide, and then students will “think-pair-share” their work to lead into a discussion. With remaining time at the end of the period, students will be assigned to start to read the story “The Veldt.” Whatever is not done in class for the story, students are to finish for homework.	03/22 Goal: Students will view a short film adaptation of a story they have read and discuss the literary work and its meaning Bell Ringer: Daily Vocabulary Chart (“spheroid” & “thatched”) Class discussion of vocabulary words. The class will begin by the teacher leading a discussion about the story “The Veldt,” which students were assigned to finish reading for homework. After the discussion, the teacher will explain to students that they will be viewing a film version of the story, and that they are to pay especially close attention to the film and what it might be getting across thematically as well as how it compares to the story in The Illustrated Man. After viewing the film, the teacher will lead students in a discussion about various topics, including the names of characters (children being Peter and Wendy, which is an allusion to Peter Pan, the theme of abuse of technology – relying on it to keep children “busy,” but eventually leading to the parents’ deaths, as well as the theme of the danger of imagination – it’s the children’s imagination that eventually creates what kills their parents.)	03/23 Goal: Students will read and provide a written summary for a short story in The Illustrated Man. Bell Ringer: Daily Vocabulary Chart (“neurotic” & “intricate“) Class discussion of vocabulary words. Students will turn in their vocabulary charts for the week (8 words). The teacher will have students take out their copy of The Illustrated Man. Students are assigned the task of reading the short story “Kaleidoscope,” as well as the task to provide a written summary of the story. Students, then, will be provided with the remaining time during class to read the story and to write a summary. They may choose to first do so in bullet points, but the final product should be done in the form of a paragraph or two, and it should include as many of the important plot events as possible. Students should turn in their work before leaving at the end of the period.

Week of March 12th

Vocabulary review all week due to spring OGT testing schedule

Week of March 5th

03/05 Goal: Students will generate thoughts concerning major ideas related to a memoir read in class. Bell Ringer: Daily Vocabulary Chart (“assiduity” & “abscess”) Class discussion of vocabulary words. Teacher will distribute the “Angela’s Ashes: Discussion Assessment Topics,” going over the assignment and how the assessment is going to work for Wednesday of this week. The teacher will then instruct students that they are to individually work on the topics that are in bold on their sheet, using a separate piece of notebook paper to do so, since their note sheet will be one of the elements used in the assessment score. The remainder of the period, students will work on making decisions regarding the topics they have been assigned, and finding evidence for such topics.	03/06 Goal: Students will continue to generate thoughts concerning major ideas related to a memoir read in class. Bell Ringer: Daily Vocabulary Chart (“quaff”) Class discussion of vocabulary word. The teacher will instruct students to take out their Discussion Assessment Topics sheet, given to them yesterday to start working on. After a quick review of how tomorrow’s discussion assessment is going to work, the students will be given the remaining time in the period to work on finalizing opinions and thoughts, as well as finding evidence to back such statements and opinions. Reminder: the discussion quiz is tomorrow – bring your completed notes, ready to use and to then turn in, as part of the assessment score for this project.	03/07 Goal: Students will demonstrate understanding and depth of thought through a discussion assessment format. Bell Ringer: Daily Vocabulary Chart (“repentance” & “brawn”) Class discussion of vocabulary words. The teacher will have students organize the desks into two circles – a smaller “inner circle,” and a larger “outer circle” for the discussion assessment today. Once the desks are arranged, the teacher will go over the discussion assessment process. Choosing at random, the teacher will have the first group have their discussion for the assessment, while their peers assess their participation and input from the outside. The process then continues with the other two groups as well – after each one the students in the group turn in their notes for the assessment.	03/08 Goal: Students will continue to demonstrate depth of thought regarding a memoir through the generation ideas for a written response. Bell Ringer: Daily Vocabulary Chart (“feeble”) Class discussion of vocabulary word. The teacher will distribute a detailed organizer for student response on one of their specific topics from the discussion assessment piece. After doing so, the teacher will run through the expectations for students for the written piece, letting them know that they should make a claim and then have at least 3 pieces of textual support for that claim. The time during class today is to be spent on having students create their claim and finding the textual support that goes with it, and explaining how it demonstrates that claim. As students work, the teacher will circulate around the room checking on student progress, and offering assistance to students who need it.	03/09 Goal: Students will provide a written response regarding depth of thought from a memoir. Bell Ringer: Daily Vocabulary Chart (“minute” & “accord“) Class discussion of vocabulary words. Students will turn in their vocabulary charts for the week (8 words). The teacher will distribute the Collins Type 3 packet dealing with Angela’s Ashes, for which they generated ideas yesterday in class. The teacher will run through the expectations (FCAs) and make sure that students are clear on what is being asked of them. Students will then have the remaining time in class to write their Collins Type 3 response, thoroughly exploring the topic of their choice from Angela’s Ashes, and supporting their claim with textual evidence. Students are to turn in their response when they are done before leaving the classroom at the end of the period.

Week of February 27th

02/27 Goal: Students will read and provide a written response regarding character development. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. Students are told to take out their copies of Angela’s Ashes, and to open to page 319. As a class we will read pages 319-325 aloud. After finishing the pages, the teacher will distribute a copy of the “Angela’s Ashes: Pages 319-325 Response” sheet, which the teacher will go over and then have students write their response to the question on the same sheet. Students are to turn in their response before leaving at the end of the period.	02/28 Goal: Students will read and respond to questions involving character development, conflict, and plot. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. Students are told to take out their copies of Angela’s Ashes, and to open to page 326. The teacher will pass out to each student a copy of the Chapter 16 questions. Students are to silently read the pages assigned 326-337, and answer the questions on the sheet while doing so. After students have finished their work, they should turn in the sheet with all questions answered.	02/29 Goal: Students will be assessed on their vocabulary knowledge, and students will read independently for understanding of character, plot, and conflict. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. Students are given a couple minutes to look over vocabulary and study for their quiz. The teacher will pass out the vocabulary quiz to each student (and send students needing the resource room down to A131). Students are to silently taken the vocabulary quiz, and turn over the quiz when they are finished. After all students are done, the students will trade papers with a peer to “trade and grade” the quiz for the day. After the quiz, students will then independently read pages 338-343. Homework: Students need to finish reading any part of the page range assigned above, that they still need to get through.	03/01 Goal: Students will read and respond to questions involving character development, conflict, and plot. Bell Ringer: Daily Vocabulary Chart (“intercede”) Class discussion of vocabulary word. Students are told to take out their copies of Angela’s Ashes, and to open to page 343. The teacher will pass out to each student a copy of the Chapter 17 questions for pages 343-353. We will read aloud pages 343-353 as a class, pausing occasionally to discuss topics and to give students a change to answer the questions on their sheets. After we are done with the page range we’re reading and students have finished their work, they should turn in the sheet with all questions answered.	03/02 Goal: Students will provide a written response dealing with theme in a memoir. Bell Ringer: Daily Vocabulary Chart (“penance” & “squabbling“) Class discussion of vocabulary words. Students pass forward vocabulary for the week for collection (review sentences and 3 new words). Students are told to take out their copies of Angela’s Ashes, and to open to page 354. As a class we will read pages 354-363 (to the end of the book), doing so aloud, and pausing at times to discuss various items. After we have finished reading, students will provide a written response on the following: “What do you think might be the message Frank McCourt wants you to take away from his memoir Angela’s Ashes? Why do you think so?” Students are to turn in their response before leaving class at the end of the period.

Week of February 20th

02/20 No School – Teacher Conference Exchange Day	02/21 Goal: Students will read and respond to questions involving character development, conflict, and plot. Bell Ringer: Daily Vocabulary Chart (“gallivanting”) Class discussion of vocabulary word. Students are told to take out their copies of Angela’s Ashes, and to open to page 268. The teacher will pass out to each student a copy of the Chapter 12 questions for pages 268-276. Students are to silently read the pages assigned 268-276, and answer the questions on the sheet while doing so. After students have finished their work, they should turn in the sheet with all questions answered, and then they should start reading the remaining pages in the chapter, as noted for homework, which their will be a reading quiz for tomorrow at the beginning of class. Homework: Students need to read pages 277-283, the rest of chapter 12, for tomorrow’s class, and a reading quiz at the beginning of class.	02/22 Goal: Students will read and discuss important plot events and character interaction in a memoir. Bell Ringer: Daily Vocabulary Chart (“perfidious” & “inviolate“) Class discussion of vocabulary words. Students will take out a half piece of paper, heading it with their names for a homework reading quiz with one question: “The family moves into a new house. What does Mam say the building was once used for?” (answer: a grocery store). At teacher discretion, students might be told to take out a piece of notebook paper, heading it for during-reading questions. As a class we will read pages 284-296. Either questions will be asked for written responses, or general class discussion during the reading If written questions are done, students are to turn in responses before leaving class at the end of the period. Homework: Students should read pages 297-308, preparing for a reading quiz tomorrow.	02/23 Goal: Students will address character traits within a memoir, providing support for selected traits. Bell Ringer: Daily Vocabulary Chart (“fester”) Class discussion of vocabulary word. Students will take out a half piece of paper, heading it with their names for a homework reading quiz with one question: “What does Frankie have to explain to Aunt Aggie when she arrives at the house where Frankie is staying?” (answer: why he is wearing [his grandmother’s black] dress). Teacher passes out to each student the Angela’s Ashes Qualities of Characterization sheet that they will be working on in class. Teacher will explain the sheet, starting with all students just doing the front side. Once most students have finished the front, or have a good grasp of what they are supposed to do, the teacher will explain the back side of the paper, and the need for solid textual support. The teacher will also provide an opportunity for extra credit if students are done with the sheet early and they attach an additional sheet of paper with other traits for characters and supporting text to go with those traits. Students are to turn in their work before leaving class at the end of the period.	02/24 Goal: Students will read and respond to questions involving character development, conflict, and plot. Bell Ringer: Daily Vocabulary Chart (“vile” & “heathen“) Class discussion of vocabulary words. Students pass forward vocabulary for the week for collection (6 words). Students are told to take out their copies of Angela’s Ashes, and to open to page 309. The teacher will pass out to each student a copy of the Chapter 15 questions for pages 309-318. As a class we’ll read pages 309-318, pausing at times for students to discuss topics as a class and to answer questions on the sheet. Students are to finish the questions before the end of the period, and turn them in before leaving class.

Week of February 13th

02/13 Goal: Students will read in a memoir and focus on key plot events as well as character interaction. Bell Ringer: Daily Vocabulary Chart (“trifle” & “famished“) Class discussion of vocabulary words. Students will take out Angela’s Ashes book, opening to page 216. At teacher discretion, students might be told to take out a piece of notebook paper, heading it for during-reading questions. As a class we will read pages 216-226. Either questions will be asked for written responses, or general class discussion about Malachy’s decision to go to England as well as Frankie’s medical situation of conjunctivitis (pink eye). If written questions are done, students are to turn in responses before leaving class at the end of the period. Homework: Students should reading pages 227-234, preparing for a reading quiz tomorrow.	02/14 Goal: Students will answer comprehension questions dealing with character development and specific actions related to characterization and conflict. Bell Ringer: Daily Vocabulary Chart (“squander”) Class discussion of vocabulary word. Students are told to take a half-sheet of paper and head it with their names for a homework reading quiz. Students are asked the following one question: “When asking the Dispensary for assistance, where is Angela told she should go instead for money?” The class will then review the correct answer after all quizzes have been collected (Angela is told to go to ask money from the North, where Malachy is from). Also discuss that Malachy is spending all his salary money on the drink, and he can’t even afford rent in England, according to wives of other men in England. Students are told to take out their copy of Angela’s Ashes. The teacher will pass out chapter 10 questions for pages 235-245). As a class, we will read aloud pages 235-245 and stop at times to allow students a chance to discuss and/or to answer questions. Students will turn in answers to questions before leaving class. Homework: Students need to read pages 245-251 for tomorrow’s class.	02/15 Goal: Students will analyze characters’ actions and words in a memoir. Bell Ringer: Daily Vocabulary Chart (“lamentation” & “damper“) Class discussion of vocabulary words. Students will take out their copies of Angela’s Ashes, opening to page 252. We will discuss as a class the reading students were to do last night, ages 245-251 (Frankie hates being at Aunt Aggie’s while his mom is in the hospital, dad returns, but then leaves for England again – sending money, but that only last a week). Teacher passes out the action/analysis sheet for students in today’s reading (pages 252-261). As a class we will read aloud pages 252-261, pausing at times to discuss things, including characterization, and plot, as well as to give students time to work on their charts. Students will turn in their work on their chart before leaving at the end of the period.	02/16 Goal: Students will read and discuss important plot events and character interaction in a memoir. Bell Ringer: Daily Vocabulary Chart (“woeful”) Class discussion of vocabulary word. Students will turn in their vocabulary chart for the week (6 words). Students will open Angela’s Ashes to pages 261. At teacher discretion, students might be told to take out a piece of notebook paper, heading it for during-reading questions. As a class we will read pages 261-267. Either questions will be asked for written responses, or general class discussion during the reading If written questions are done, students are to turn in responses before leaving class at the end of the period.	02/17 No School – Teacher Conference Exchange Day

Week of February 6th

02/06 Goal: Students will record information regarding important plot events during the beginning of chapter 7 in Angela’s Ashes. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences Students are told to take out their copies of Angela’s Ashes, opening up to page 170. As students take out their books, the teacher will pass out the Chapter 7, page 170-180 timeline sheet, and explain what students are expected to do during class. Students are told to silently read the page range that is covered on the sheet, and to note down eight important events that take place during the eleven pages they are to read. Students are told that they need to finish the reading and the sheet and turn it in before leaving class at the end of the period. Students are also told to finish the chapter on their own, and to do so as homework if there is not enough time in class, as noted below. Homework: Students should finish reading chapter seven (VII), though page 186, and be ready for a homework reading quiz tomorrow at the beginning of class.	02/07 Goal: Students will find textual evidence for character qualities of the main character, Frankie, in the memoir Angela’s Ashes. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences. Students are told to take a half-sheet of paper and head it with their names for a homework reading quiz. Students are asked the following one question: “What happens at the end of chapter 7 that Frankie says is completely beyond anything acceptable? Be specific.” The class will then review the correct answer after all quizzes have been collected. Students are told to take out their copy of Angela’s Ashes. The teacher explains to students that they are to use a piece of notebook paper to record three different qualities about Frankie, and to support each of the qualities with at least one textual support (and that more than one quote will result in bonus points). Students may do this in partners, but no more than with one other person. During the class period today, students will also be given the opportunity to visit the library’s book fair for a previewing time.	02/08 Goal: Students will demonstrate understanding of vocabulary through various questions and sentence completion. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences. The teacher will distribute the Daily Vocabulary Assessment for Weeks 1-3, explaining that students should give their best effort on the assessment. The teacher will also instruct students that when they are done they should turn over their vocabulary assessment and wait for further instruction. Once all students have finished their assessment, students are to trade their papers with a classmate, as they will do a quick trade-and-grade of the assessment. Students will return their papers to their owners, and then pass the papers forward for the teacher to record the grades in ProgressBook. Homework: Students are to read pages 187-197 in Angela’s Ashes, being ready for a reading quiz tomorrow at the beginning of class.	02/09 Goal: Students will read within the text of a memoir, paying attention to the conflict Frankie faces due to situations such as his medical concerns. Bell Ringer: Daily Vocabulary Chart (“scour”) Class discussion of vocabulary word. Students will be told to get a half-piece of paper, heading it with their name for a reading assignment quiz from pages 187-197 last night. The teacher will ask students the one-question quiz: “What is the name of the girl that Frankie meets in the hospital?” After collecting the quiz, the class will review the correct answer (Patricia) to the quiz, and other information in the eleven pages they were to read last night. Students will be told to take out their copies of Angela’s Ashes opening to page 197. As a class, we will read pages 197-208, and there will be discussion that takes place. At the teacher’s discretion, the use of during-reading questions might be needed on a piece of notebook paper, but the teacher can sense that out and come up with questions if appropriate. Of course, if done, students are to turn in their completed questions before leaving at the end of the period.	02/10 Goal: Students will read in a memoir, responding to questions dealing with comprehension as well as external and internal conflict. Bell Ringer: Daily Vocabulary Chart (“gawking” and “blather”) Class discussion of vocabulary words. Students will turn in their bell ringer vocabulary chart, which should be complete with fill-in vocabulary sentences for Monday, Tuesday, and Wednesday, and three vocabulary words, definitions, sentences, and a visual representation or mnemonic device from the last two days of the week. Students are told to take out their copy of Angela’s Ashes, opening up to page 208. As students open their books, the teacher will provide students with the question sheet for chapter 8, pages 208-215. As a class, we will read pages 208-215, pausing occasionally to address important issues or any questions students might have. In addition, some of the questions on the sheet might be addressed, though students are responsible for all questions, whether discussed or not, on their own. After finishing the chapter, students are given an additional minute or two to finish their answers, and then students are to turn in their responses to questions on the sheet.

Week of January 30th
Daily Vocabulary - 01/30-02/03

01/30 Goal: Students will use recent daily vocabulary as well as read . Bell Ringer: Daily Vocabulary Chart (“ravenous” and “bawl”) Class discussion of vocabulary words. Students are told to take out their vocabulary charts from the previous two weeks (01/16-01/20 & 01/23-01/27). The teacher will pass out the “Weeks 1 and 2 Vocabulary Assignment” sheet to all students. The sheet has directions, instruction students to write a strong paragraph of at least 7 sentences which can either tell a story or give information about a topic of his/her choice. Students are to use at least 10 of the 13 vocabulary words listed on the assignment, and they can use their vocabulary charts to help them (though their sentences should not resemble to sample sentences provided). Students will work on their vocabulary activity in class. Once they have finished, students will each turn in their work to the bin, holding on to their vocabulary charts, and only turning in the assignment itself. Students will then be told to read chapter four (IV) in Angela’s Ashes (pages 113-131). Students have the remaining time in class to use in order to do so, and they should finish reading the chapter for homework to be ready to use the material tomorrow in class for either an activity or a brief quiz. Homework: Students should finish reading chapter four (IV), through page 131.	01/31 Goal: Students will visually represent significant scenes from the first chapters of a memoir, providing a textual excerpt that goes with their scene. Bell Ringer: Daily Vocabulary Chart (“bog”) Class discussion of vocabulary word. Students are told to take out their copy of Angela’s Ashes. Once students have done so, the teacher will explain that students will be breaking up into 5 small groups to visually represent important scenes in the book so far. The teacher will provide students with specific requirements (the page range above the picture, color, a detailed visual representation, and a quote with page number under the drawing). Students will then choose the peers that they want to work with, and the teacher will provide students with a piece of blank white paper and the page range their group is responsible for (19-46) (47-70) (71-90) (91-112) and (113-131). Students will use the time in class to work on their assignment, and the assignment is due at the end of the period before students leave class.	02/01 Goal: Students will respond to questions dealing with character, plot, and conflict in a memoir. Bell Ringer: Daily Vocabulary Chart (“diversion” and “coddle”) Class discussion of vocabulary words. Students will take out their copy of Angela’s Ashes, and the teacher will pass out the beginning of chapter 5 questions for pages 132-145. As a class, the teacher will begin reading chapter five aloud, reading pages 132-145. The teacher will pause at times during the chapter, and students will chime in during the discussion and answer the questions on the sheet that was passed out during that time as well. Students will turn in their answers to questions before leaving class at the end of the period. Homework: Students are responsible for finishing chapter five for homework, reading pages 145-150 to prepare for a reading quiz at the beginning of the period tomorrow.	02/02 Goal: Students will read within the text of a memoir, focusing on how the protagonist is maturing and/or changing as the story progresses. Bell Ringer: Daily Vocabulary Chart (“clout”) Class discussion of vocabulary word. Students will be told to get a half-piece of paper, heading it with their name for a reading assignment quiz from pages 145-150 last night. The teacher will ask students the one-question quiz: “What does Frankie’s father want him to do during the pages you read last night? What ends up happening?” The quiz will be a four-point quiz, two points for each question. After collecting the quiz, the class will review the correct answers to the one-question quiz, making sure all students understand the important event that took place. Students will be told to take out their copies of Angela’s Ashes to page 151. As a class, we will read pages 151-160, and the class will discuss changes that the main character, Frankie, has experiences since the beginning of the book and since arriving in Ireland in his story.	02/03 Goal: Students will read in a memoir and provide characterization explanation, including support from the text. Bell Ringer: Daily Vocabulary Chart (“banshee” and “abomination”) Class discussion of vocabulary words. Students will pass forward completed vocabulary charts for the week (8 words). Students are told to take out their copy of Angela’s Ashes, opening up to page 160. Before reading as a class, the teacher will ask students to focus on the behavior or subordinate characters, such as Frankie’s parents. As a class, we will read pages 160-169, pausing occasionally to address important issues or any questions students might have. After finishing the rest of the chapter (to page 169), the teacher will ask students to take out a piece of paper and head it with their names for an exit slip. The question for the exit slip: Why does Frankie’s mother, Angela, behave the way she does at the end of the chapter? Explain your answer, using at least one quote from the pages we read today (160-169). Students are to turn in their completed exit slip before leaving class at the end of the period.

Week of January 23rd
Daily Vocabulary - 01/23-01/27

01/23 Goal: Students will respond to written questions that deal with comprehension as well as literary elements such as foreshadowing. Bell Ringer: Daily Vocabulary Chart (“loquacious” and “cacophony”) Class discussion of vocabulary words. Students will pass forward completed vocabulary charts for the week (5 words). Students are told to take out their copies of Angela’s Ashes, and open them to page 47. Once all students have their books open, the teacher will give students a copy of the chapter 2, pages 47-58 character analysis chart, explaining that students are to space out their analysis in terms of page range and different characters. The class will then listens to / reads aloud chapter 2 in Angela’s Ashes. While there will be some class discussion, there will not be a direct addressing of the sheet, as students are responsible for doing that on their own in the course of the chapter being read aloud and the class discussion time. Students will turn in their completed sheet before leaving at the end of the period. Homework: Students are to read pages 58-67 for tomorrow’s class.	01/24 Goal: Students will understand class expectations, and students will be introduced to the background information for the novel Angela’s Ashes. Bell Ringer: Daily Vocabulary Chart (“paraffin”) Class discussion of vocabulary word. Students are told to take out a piece of paper, or even split the paper with a classmate for a brief 1-question quiz. Question: “How do the people in line at the St. Vincent de Paul Society first react to Angela and her children? Why do they have this reaction?” The class will briefly go over the correct answer to the question before students are told to open their books to page 67, where they are to start reading for today’s class. The teacher will pass out to all students the questions for pages 67-76, which students are responsible for answering today in class. The teacher will let students know that they are to silently read from page 67 to 76, and then they are to answer the questions. They may also do so as they read, if that works best for them. Students are given the remainder of time in class to answer the questions and read the necessary pages. Students are to turn in their answered questions before leaving the room at the end of class.	01/25 Goal: Students will continue reading a memoir, answering during-reading questions and participating in class discussion regarding the tragic events of the book. Bell Ringer: Daily Vocabulary Chart (“cavorting” and “insolent”) Class discussion of vocabulary words. The teacher will have students take out their copies of Angela’s Ashes, opening up to page 76. The teacher will also instruct students that they are to take out a piece of notebook paper and head it with their name and today’s date. The teacher will let students know that they are doing so because they will be responsible for answering questions that the teacher poses during the reading in class. Either through audio files, or by the teacher reading aloud, the class will read the remainder of chapter 2, pages 76-90. During the reading, the teacher will pause to ask students questions, and give them time to respond. In addition, the teacher can also lead general discussion. Students are to turn in their responses to the in-class questions before leaving class at the end of the period. Homework: Students are to read pages 91-102, the beginning half of chapter 3.	01/26 Goal: Students will read in a memoir, focusing on events that occur and their possible importance or relationship to characterization. Bell Ringer: Daily Vocabulary Chart (“purgatory”) Class discussion of vocabulary word. The class will review important information and events that took place during pages 91-102, which students were assigned to read for homework the previous night. Students are told to take out their copy of Angela’s Ashes, opening up to page 103. As students are taking out their novel, the teacher will distribute the worksheet for pages 103-112, which focuses on specific key events and what those events show about characters, or how they might be important to the novel thus far or in the future. After explaining the sheet, students will either be told to silently read the pages they are responsible for, or the class may read the pages aloud. Once chapter three is finished, students are to have all the boxes in the chart completed, and they will turn in their work before leaving at the end of the period.	01/27 Goal: Students will provide a written response to a question regarding the first three chapters of a class-assigned memoir. Bell Ringer: Daily Vocabulary Chart (“gullet” and “frenzy”) Class discussion of vocabulary words. Students will pass forward completed vocabulary charts for the week (8 words). Students are told to take out their copy of Angela’s Ashes. The teacher will explain to students that they are to focus their attention thus far on the actions of either Frankie’s mom, or Frankie’s dad. The teacher will distribute to each student the Collins Type 3 packet with the prompt for students to choose either Angela or Malachy (Frankie’s dad) and choose three specific actions to analyze. Students are to provide quotes to show the actions, and then they are to look deeper into those actions, and pull out specific arguments based on them. After explaining the packet, the prompt, and the FCAs, students will have the remaining time in class to respond to the prompt on the paper provided. Students are to turn in their responses before leaving at the end of class.

Week of January 16th
Daily Vocabulary - 01/16-01/20


Week of January 9th

01/09 Goal: Students will learn about post-secondary options and ideas from a guest speaker. Bell Ringer: No Bell Ringers this week! During the period, students will listen to a guest speaker from DeVry University, paying attention and being respectful as a good audience.	01/10 Goal: Students will do a close reading of a poem and think about their own lives in relation to the poem’s theme. Bell Ringer: No Bell Ringers this week! The teacher will pass out a poem entitled “Ex-Basketball Player,” by John Updike. As a class, we will read through the poem, and then we will discuss its theme of a promising future unfulfilled. After the discussion, the teacher will ask students to take out a blank piece of notebook paper, which students should label with their name. The teacher will then run through a series of five pre-writing/brainstorming questions that students will answer regarding their own lives in seven years. After going through the brainstorming questions, the teacher will pass out the assignment “A Poem of Possibilities,” running through the requirements and expectations for the assignment. Students will be given the remaining time in class to start their poem. Students will be told that they will have tomorrow in class to finish. If CBI students are not going to be in class tomorrow, they are responsible for finishing the poem for homework and turning it in first thing Thursday.	01/11 ***Early Release - Modified Schedule*** Goal: Students will finalize a poem about their future. Bell Ringer: No Bell Ringers this week! Students will have the entire period to finish any work left on their own Poem of Possibilities that they started yesterday in relation to the theme in John Updike’s “Ex-Basketball Player.” Student poems are due by the end of the period.	01/12 Goal: Students will learn about post-secondary options and ideas from a guest speaker. Bell Ringer: No Bell Ringers this week! During the period, students will listen to a guest speaker from Antonelli College, paying attention and being respectful as a good audience.	01/13 Goal: Students will work collaboratively to create words, using correct spelling, while competing during a classroom game of Scrabble. Bell Ringer: No Bell Ringer: Classroom Scrabble Students will divide into four teams, sitting around the four sides of the Scrabble board, set up on the floor of the classroom. Each team will start by drawing seven “tiles,” and forming words off of one another in the form of a crossword puzzle, attempting to score the most points as a team. The remainder of the period students will participate in the classroom game.

Week of January 2nd

01/02 No School - Last Day of Winter Break	01/03 Goal: Students will utilize creativity and control of language in their own personal writing. Bell Ringer: Journal Response: How was your break? Did you do anything interesting or fun? Let me know how you spent your break, and what you might be looking forward to as you return for your remaining months in high school. (5 lines or more) The class will have a discussion of bell ringer responses. Students will be told to take out a piece of notebook paper and write their name and today’s date at the top. The teacher will then project an image onto the whiteboard, and students are told to spend the next 3 minutes writing as many ideas down as they can, using the image as a starting point. The teacher will let them know that they can describe what’s going on, what had just happened, what’s going to happen next, or even focus on just one or two elements of the picture. The class will then have a short discussion about the image displayed and the students’ thoughts. This process will repeat itself for a series of images, as the teacher has students focus on description and control of their language. Students will turn in the work from the day before leaving class.	01/04 Goal: Students will learn about post-secondary options and ideas from a guest speaker. Bell Ringer: No Bell Ringer: Guest Speaker During the period, students will listen to a guest speaker from DeVry University, paying attention and being respectful as a good audience.	01/05 Goal: Students will create room displays for words that should not be used in solid writing. Bell Ringer: Journal Response: What are some words that you think are overused? Think about descriptive words, as well as other types of words. Also, to be clear, I’m thinking about school-appropriate words, and you should be too. Tell me some words that are overused, and then tell me some words that you think could replace those words by being more specific. (5 lines or more) Class discussion regarding bell ringer responses. The teacher explains the concept of “Dead Words,” and the assignment today, which is to create tombstones for each dead word, as well as a eulogy for the word that their groups are assigned. The teacher will then break students into their groups, and assign each group a soon-to-be “dead word.” In groups, students will use a piece of notebook paper to first come up with their own synonyms, and then they will use the thesaurus to come up with additional synonyms. After students are done with a solid list, they will have it checked by the teacher, who will then provide a large piece of presentation paper for the creation of their headstone. In addition, the teacher will remind students that they are to write a good eulogy for their groups’ assigned word (following requirements of using the word, saying how it met its end, other words that were “friends” for that word, and words to use instead now that it is “dead.”)	01/06 Goal: Students will complete room displays regarding overused words, and students will present written eulogies for their assigned words. Bell Ringer: Journal Response: Think about the word that your group has been assigned. What could be a creative story behind how that word has “died”? What about some other “friends” for that word? You can also tell me other elements that you think could be effectively used in your group’s word’s eulogy. (5 lines or more) Discuss bell ringer responses as a class. Collect bell ringer responses for the week (3). Students get back into their groups from yesterday, and continue to work on their dead word tombstone. As students are finishing their work, other students in their groups can work on the eulogy. Tombstone are to be turned in before the end of the day, and if there is time students will present their eulogies to the class.

Week of December 19th


Week of December 12th (The First Semester Exam for Mr. Mirus's 3rd Period will be Friday, December 16)

12/12 Senior Seminar Research Reports are due by today, at the latest!!! Goal: Students will explore issues related to race as they relate to performances of Othello over the course of the past century of history. Bell Ringer: Journal Response: Othello is the only black leading role in all of Shakespeare’s literature. How do you think that has affected performances of the Shakespearean tragedy over the past 100 years? Explain your thoughts. (5 lines or more) Discussion of bell ringer responses. The teacher will pass out the list of questions entitled “Othello, Race, and History,” explaining to students that they will be looking at issues related to race throughout the last century and the performances and ideas of Othello. Once all students have the questions, the teacher will begin by playing the audio clip of a National Public Radio (NPR) broadcast regarding Paul Robeson and his performances of the character Othello. After answering the first two questions, the teacher will show a couple images and video clips to provide examples of roles for black actors during the 1930s and 1940s, which will help students answer question 2b. The class will continue to listen to the rest of the broadcast, dealing with questions 3 and 4, which will lead into a class discussion of the first set of questions regarding Othello and race. If there is additional time, students will have a discussion regarding the importance of race in theater/Hollywood today.	12/13 Othello Text Response essays (for students not taking Senior Seminar this semester) are due by today, at the latest!!! Goal: Students will continue to explore the importance of race regarding Shakespeare’s Othello and stage performances of the play. Bell Ringer: Journal Response: Are you surprised that such a big deal is made regarding race and the actors that take on the role of Othello? Why or why not? (5 lines or more) The class will have a discussion of bell ringer responses. The teacher will remind students of the work that was done yesterday regarding the questions on the front of the handout entitled “Othello, Race, and History,” which students will be instructed to take out and flip to the back. The teacher will then provide students with a newspaper article from 1930 entitled “Robeson Would Avoid Kissing Scenes in Othello in America,” which students will read over as a class. After reading the article, students will be told to answer the questions provided on the back of the handout started yesterday. For questions 6 and 7, the timeline sheet will be required, and so the teacher will also provide that. After all the questions have been answered, the teacher will lead students in a discussion regarding their answers and the topic of Othello’s race and its importance to Shakespearean literature, history, and any other relevant aspects that come up during the course of the conversation. Students are to turn in their work on the sheet at the end of class.	12/14 Goal: Students will analyze a modern perspective regarding Othello through the use of Cornell 2-Column notes. Bell Ringer: Journal Response: How relevant are the ideas and the story of Othello in today’s culture? Explain how well you think things actually can relate, and why. (5 lines or more) Class discussion of bell ringer responses. The teacher distributes the 2-column notes for the modern perspective of Othello essay in the back of the Othello text, as he instructs students to open to that point on page 287. Instructing students to follow along as the essay is read aloud, the teacher will begin by reading the first few paragraphs of the essay. As he does so, students are to record their own notes using the Cornell 2-Column format. Students will then be given a bit more time to finish notes on those paragraphs, and the class will share in a discussion about topics that are brought forth. This will continue in a similar fashion, with the teacher having an option to have students work silently on their own by chunking paragraphs as well. At the end of the period, regardless of if the essay is completed, students will turn in their 2-column notes before leaving class.	12/15 Goal: Students will prepare for the semester examination by compiling ideas related to The Kite Runner, Othello, and their own lives. Bell Ringer: What do you think was the most interesting aspect of the first semester in English 12? You have to pick something, even if it was just the idea or activity which you ended up “tolerating” more than others. (5 lines or more) Class discussion regarding bell ringer responses. Students pass up their bell ringers for the week, since today is the last day of the week for bell ringers, due to the semester exam tomorrow. The teacher will pass out the semester preparation sheet for all students. After doing so, he will read over the short explanation at the top regarding the format and how the preparation sheet can be used during the examination period tomorrow. Students will then use the remaining time in class to work on putting ideas on their preparation sheet for tomorrow’s semester exam.	12/16 Goal: Students demonstrate understanding and knowledge as it relates to the English language, its genres, composition, and various other elements covered during the first semester of this academic year. Bell Ringer: No Bell Ringer: Semester Exams The teacher will distribute a copy of the semester exam to each student. The teacher will then read through the directions for the exam aloud for all the students to hear. The teacher will also emphasize the importance of following the FCAs for question one, and whichever second writing prompt about which they choose to write. Students will then start to take the exam, and they will have the remaining time during the extended period to complete the test.

Week of December 5th

12/05 Goal: Students will explore comprehension, as well as analysis, during the reading of Othello, while also providing a written response regarding the portrayal of women within Shakespeare’s Othello. Bell Ringer: Journal Response: With the move that he makes at the end of the scene yesterday, one might argue that Iago does his most evil act. On a scale of 1 to 10, how “evil” of a character is Iago? After stating your rating, then explain it. (5 lines or more) Discussion of bell ringer responses. The teacher has students take out their copies of Othello, opening up to page 211 (act 4, scene 3). As students get out their books, the teacher passes out copies of the 3-level study guide for act 4, scene 3 to all of the students. After reading through each of the statements, the teacher starts the audio recording of Othello, which the students have been listening to throughout their reading of the play. The teacher will take time along the way to stop at particular parts, or lines, to ensure students understand, as well as to look for bigger issues of conflict and womenhood. Students will complete the 3-level study guide, and the class will have a discussion about the sheet after all students have finished, and the class has reviewed possible answers and ways of looking at the material. The teacher will then have students keep out their copies of Othello, as the class will listen to and read along with act 5, scene 1. During this time, students will be told to use the backside of the three-level study guide for notes about issues and topics they notice and/or we discuss.	12/06 Goal: Students will conclude their reading of Othello, with a focus on the characters involved and the deaths that occur during the final scene. Bell Ringer: Journal Response: It’s finally here – we should get through the remainder of Othello today. Choose three characters and predict which characters will meet their end (die) during the final scene, and how you think they will die. Explain your choices. (5 lines ore more) The class will have a discussion of bell ringer responses. Students will then be told to open their copies of Othello to act 5, scene 2 (page 235). As students take out their books, the teacher will distribute copies of the worksheet entitled “Othello: Death in the Final Scene.” The teacher will explain that students are to record, as we discuss the topic, who dies in the final scene of the play, and how they meet their end. The teacher will then begin playing the audio recording of Othello which the class has been using to follow along with the emotion tied into the play. As the class reads, the teacher will choose various points to stop the recording and discuss plot events and choices – specifically in relation to deaths that occur. At the conclusion of the play, the teacher will lead a very brief conversation about the end of the play, and then collect the sheet regarding deaths in the final scene. The teacher will also remind students that their progress reports are to be signed and returned by tomorrow, and that the class will be meeting the next two days in the computer lab, A131.	12/07 Goal: Students will work on constructing writing response in the form of research essays or text response essays. Bell Ringer: No Bell Ringer (Meeting in Mrs. Carlo’s Computer Lab – Be on Time!) After taking attendance, the teacher will pass back all text-response outlines to students not in senior seminar, and then he will make sure all students are clear on the expectation of due dates and what they are to be working on (as noted below). Students who are in senior seminar will be told to continue to use their outlines and to finishing working on typing up their senior seminar research report. Students have today and tomorrow in class to do so, but the final draft of the report is due Friday. Students who are not in senior seminar right now will be using the remaining time in class to use their returned outlines and type up the final draft of their text response essay. While students are not completely done with reading Othello, the essay focuses mostly on making a claim and supporting it with text citations, which is something that can be successfully completed with what they have read. Like the senior seminar students, these students are to turn in their completed final draft of their essay to me by Friday in order for it to be on time, so students should use the entire period, since they are unlikely to be finished with the essay at this point.	12/08 Goal: Students will work on constructing writing response in the form of research essays or text response essays. Bell Ringer: No Bell Ringer (Meeting in Mrs. Carlo’s Computer Lab – Be on Time!) After taking attendance, the teacher will make sure all students are clear on the expectation of due dates and what they are to be working on (as noted below). Students who are in senior seminar will be told to use their outlines and to finishing working on typing up their senior seminar research report. Since today is the last day in the lab, and the papers are due tomorrow, students should use the entire period, unless they have already finished. Students who are not in senior seminar right now will be using the remaining time in class to use their returned outlines and type up the final draft of their text response essay. While students are not completely done with reading Othello, the essay focuses mostly on making a claim and supporting it with text citations, which is something that can be successfully completed with what they have read. Like the senior seminar students, these students are to turn in their completed final draft of their essay to me by tomorrow in order for it to be on time, so students should use the entire period, unless they are already done.	12/09 Goal: Students will provide a written response to topics involving characters in Othello. Bell Ringer: Journal Response: What did you think of the end of Shakespeare’s Othello? Did you like the ending or not? Explain your thoughts and support them with reasons for why you feel the way you do. (5 lines or more) Class discussion of the bell ringer responses. Students turn in bell ringer responses from the week (3). The teacher will pass out to each student the “Othello: Short Essay Response Topics” packet. The teacher will read through the two prompt choices and expectations, in terms of FCAs. After explaining the packet and clarifying any questions that students might have on the assignment, students are to start working on their responses. Students will have the remaining time to work on their essays, and they may silently read or work on other materials in class once their response is turned on.

Week of November 28th


Week of November 21st (Thanksgiving Week)

11/22 Goal: Students will explore comprehension, as well as analysis, during the reading of Othello, paying attention to conflict and manipulation shown in the play. Bell Ringer: No Bell Ringer The teacher has students take out their copies of Othello, opening up to page 151 (act 3, scene 4). As students get out their books, the teacher passes out copies of the 3-level study guide for act 3, scene 4 to all of the students. After reading through each of the statements, the teacher starts the audio recording of Othello, which the students have been listening to throughout their reading of the play. The teacher will take time along the way to stop at particular parts, or lines, to ensure students understand, as well as to look for bigger issues of manipulation and the conflict within the play. Students will complete the 3-level study guide, and the class will have a discussion about the sheet after all students have finished, and the class has reviewed possible answers and ways of looking at the material.	11/23 Goal: Students will utilize time in class to construct outlines of essay response, either for research or literary response. Bell Ringer: No Bell Ringer Students will meet in the library at the beginning of the period, bringing their senior seminar research outline or their materials for their text response essay. The teacher will have students take out their senior seminar research outline or the work they have done thus far for their Othello character analysis. Going over expectations, which have already been made clear the week and day before in class, the teacher will make sure that students know they are to have their senior seminar outline done by the end of the class period today. Non-seminar students will be told that their outline will be due soon after Thanksgiving break. Students will then have the opportunity to ask any questions they might have, before the teacher sends students to work on whichever essay they are responsible for. The teacher will collect Senior Seminar outlines, which are expected to be done at the end of the period.	11/24 No School - Thanksgiving Break	11/24 No School - Thanksgiving Break	11/25 No School - Thanksgiving Break

Week of November 14th

11/14 Goal: Students will finalize and present results of a character activity for main and minor characters within Shakespeare’s Othello. Bell Ringer: Think about the character that your group started working on last Thursday in class. After writing down which character your group is doing, tell me what jumps out the most about that character. You can tell my why he/she is or is not interesting, would/would not make a good friend, or anything else about him/her. (5 lines or more) Class discussion of bell ringer responses. The teacher will have students reconvene with their groups from last Thursday. For about 15 minutes, students will finalize their work, making sure it is presentable and well thought out. Once all groups are ready, or the time to prepare has ended, the teacher will choose a group at random to start the group presentations. All students will be made aware of the expectation that all members must participate, and the teacher will assess the group as a whole, as well as individual members. All groups will present in class. If time remains, students will be assigned a quick exit slip, in which they are supposed to write from the point of view of any character that was presented, except for their own group’s character. Students are to pretend to be that character, and they are to write a 3-4 sentence response in which they make a prediction of what is to occur soon (being sure to only involve ideas which that particular character would know). These slips will be submitted for assessment as well.	11/15 Goal: Students will read for comprehension and deeper understanding of conflict and plot within a Shakespearean tragedy, including the completion of a chart dealing with the deception of Iago. Bell Ringer: List Response: Think of all of the ways that Iago has lied, tricked, or twisted situations and the truth. Using bullet points, list all of the things you can think of. You should be able to have at least 4 or 5 right away, though many more have been revealed. A brief discussion of bell ringer responses – not to excess, since students will be working with the idea of Iago’s deception later in the bell. Students are told to open their copies of Othello to page 111: the beginning of act 3. The teacher will explain that they will be reading act 3, scenes 1 and 2 today in class, and that while doing so they are supposed to try to focus on what is taking place and how Iago is manipulating and/or lying. As a class we will listen to the recording of the enacted version of Othello. During the reading, at various times, the teacher will pause the recording in order to look at specific lines or clarify confusion that students might have. Once scenes 1 and 2, of act 3, have been read, the teacher will distribute a worksheet entitled “Deceptive Iago,” on which students are to look at various characters in the play and how they have been deceived by Iago thus far. The teacher will go over the sheet, and then students will quickly for pairs or groups of three to work on the assignment. The work should be done by the end of the period, and the class may have time to form a class copy of consensus. Students will turn in their deception sheet at the end of the class period.	11/16 Goal: Students will look at various levels of understanding, including comprehension and analysis, in the reading of Othello. Bell Ringer: Journal Response: How badly do you feel for some, or any, of the characters in Othello? You can comment on Iago, any of the characters Iago has been leading astray, or anyone else. Be sure to be specific in your explanations of why you do, or do not, feel sorry for any of the characters! (5 lines or more) Class discussion of bell ringer responses. Students are told to take out their copies of Othello. Teacher passes out a copy of the 3-level study guide for act 3, scene 3 (part 1) of Othello. The class will begin to listen to act 3, scene 3, pausing during the reading for discussion at various times of importance for clarification. After finishing the first half of the scene (lines 1-318), students will complete the 3-level study guide and that will lead to a brief discussion, and students may or may not be asked to complete a written response on the back of the sheet (depending on time allowances). The teacher will explain to students that they will be reading the remainder of the scene in class tomorrow.	11/17 Goal: Students will record notes of understanding, dealing with plot, conflict, and character, during the reading of Othello. Bell Ringer: Journal Response: Describe Othello’s state of mind. Then explain how it has reached that point, leading up until where we are now in the play (act 3, scene 3, line 318) – (5 lines or more) Class discussion of bell ringer responses, which will serve as a quick refresher of the scene thus far. The teacher will have students take out their copies of Othello. Students are told to open up to act 3, scene 3, line 319 on page 317. The teacher will explain to students that they are to record notes during the reading that will be done in class today, explaining the importance of note-taking in college as well as everyday working life. Students take out a piece of paper for their notes, and the class will begin to listen to the play starting at 3.3.319. The teacher will pause at various times to call attention to plot elements, as well as conflict and characterization. After finishing act 3, scene 3, the class will have a discussion regarding the ideas they felt were important to note in their own notes. After doing so, students will turn in their personal notes from the scene for quick assessment.	11/18 Goal: Students will explore comprehension, as well as analysis, during the reading of Othello, paying attention to conflict and manipulation shown in the play. Bell Ringer: Journal Response: Are you surprised by the reaction of Othello in yesterday’s reading? Explain why or why not, and try to be as specific as possible. (5 lines or more) Class discussion of bell ringer responses. Students pass forward bell ringer responses for the entire week (5). The teacher has students take out their copies of Othello, opening up to page 151 (act 3, scene 4). As students get out their books, the teacher passes out copies of the 3-level study guide for act 3, scene 4 to all of the students. After reading through each of the statements, the teacher starts the audio recording of Othello, which the students have been listening to throughout their reading of the play. The teacher will take time along the way to stop at particular parts, or lines, to ensure students understand, as well as to look for bigger issues of manipulation and the conflict within the play. Students will complete the 3-level study guide, and the class will have a discussion about the sheet after all students have finished, and the class has reviewed possible answers and ways of looking at the material.

Week of November 7th


Week of October 31st

10/31 Goal: Students will work in small groups to analyze ideas and opinions stated in a non-fiction article from 1600. Bell Ringer: Journal Response: If a journalist were to go to Africa today, what would be some of the traits, behaviors, and perspectives of the African peoples that the journalist might record? Try to avoid bias and prejudice, but at the same time realize that this question (and its purpose) does relate to those two schools of thought. (5 lines or more) Discussion of bell ringer responses. The teacher will group students into groups of 4 or 5 students. After doing so, the teacher will explain that students will be receiving a copy of a description of Africa and the African people, as recorded by an African man who went by the name Leo Africanus. The teacher will let students know that this article existed at the time that Shakespeare wrote the play Othello. The teacher will then distribute copies of the article. Students are then provided with a 2-column note sheet already laid out into four areas: traits, behaviors, perspectives, and author’s tone – all regarding Africans, and specifically Moors. The teacher points out to students that some parts of the article will be hard to read, since it is a translation based on English in 1600, but that they should work together as a group to read the passage, and to identify the traits, behaviors, and perspectives regarding Africans, as well as the tone the author seems to use. Students should both mark on/in the article, as well as complete the 2-column notes. The remaining time in class will be devoted to students working in their groups to read through the article and identify the required aspects on the 2-column note sheet. While students are working, the teacher will first distribute copies of Othello to students, followed by going around and assisting groups on their activity.	11/01 Goal: Students will begin understanding the format and requirements of their senior seminar project, while other seniors will begin to understand the expectations of a textual analysis essay regarding character. Bell Ringer: No Bell Ringer – Meeting in Library Students will meet in the library for the beginning of the period to work with Mrs. McCarthy about the format of their research paper for Senior Seminar. The teacher will begin by distributing copies of the senior seminar essay outline to each student (including students not in the class at this time – of which there are 9). The teacher and Mrs. Rammel (senior seminar teacher) will go over the outline and what is expected. After doing so, Mrs. McCarthy will have the students in senior seminar go to the library’s computer lab to learn about a bibliography builder. During that time, the teacher will meet with the remaining 9 students who are not in senior seminar in order to go over the expectation of students to write a character analysis that will use the Othello text as well as the description of Africans and Africa by Leo Africanus. The teacher will provide a short mini-lesson on the organization/format, explaining that students should start to draw parallels between the two works as the play goes on. The remainder of the period, students will work on either their senior seminar work or pulling out main ideas of Africans from the Leo Africanus text.	11/02 Goal: Students will begin reading a Shakespearean tragedy, paying attention to comprehension as well as motives of characters and bigger-picture topics. Bell Ringer: Journal Response: How destructive, or dangerous, is jealousy? Tell me what you think, and support your thoughts with examples (real or hypothetical) and explanations. (5 lines or more) Class discussion of bell ringer responses. Students are told to take out their copies of Othello. As students do so, teacher passes out the 3-level study guide for act 1, scenes 1 & 2. Once all students have received the sheet and have their plays out, the teacher will briefly explain what students are to do for the sheet. The teacher will explain that students will be following along with an audio recording of a professional performance of Othello. Students will clearly understand that they are expected to follow along with the text, trying their best to understand the language – while also paying attention to the emotion used in the actor’s voice and presentation. The class will listen and follow along with act 1, scenes 1 and 2. The teacher will pause the play at particular times for class discussion regarding the general plot, as well as the motives of characters and various other topics. Once scenes 1 and 2 have been read, students will individually complete the 3-level study guide, followed by class discussion of the topics that are on the guide.	11/03 Goal: Students will analyze a work of drama for theme topics related to appearance vs. reality, manhood, and womanhood. Bell Ringer: Journal Response: From what we have read and discussed, what do you think of Shakespeare’s play Othello? You can comment on characters, plot, the language used, or even the difference or similarities that you have noticed between Othello and any other Shakespearean dramas you might have previously read. (5 lines or more) Class discussion of bell ringer responses. The teacher will have students take out their copies of Othello. As students do so, the teacher will distribute copies of a thematic organizer to all students. Once students have received the sheet and have their copies of the play out, the teacher will briefly explain what students are to do for the activity during the reading today. After briefly reminding students of the expectation for students to follow along with the play as they listen to the audio performance, the class will listen to act 1, scene 3 of Othello. During the performance, the teacher will pause the play at particular times for class discussion regarding the plot as well as to touch on the topics students are responsible for tracking during the scene. Once scene 3 has been read, the students will finish up their work on the thematic generator sheet, the class will discuss their work, and students will turn in their completed sheets.	11/04 Goal: Students will continue to read in Othello, focusing on the new setting, new characters, and added conflict/drama to the play. Bell Ringer: Journal Response: While the title of the play we are reading is Othello, many scholars argue that Iago is the main character. What do you think about Iago? Do you like him, or dislike him? Do you think he is an interesting character or not? Why? Explain your answers. (5 lines or more) Class discussion of bell ringer responses. Students turn in responses for weekly bell ringers (4). The teacher will have students take out their copies of Othello. As students do so, the teacher will distribute copies of the 3-level study guide for act 2, scene 1 of the play. The teacher will remind students of what they are to do with the study guide and make sure there are no student questions. Students will be reminded that they are expected to follow along with the audio recording of Othello, and the class will listen to / read act 2, scene 1 of the play. During the performance, the teacher will pause the play at particular times to address plot, language, and issues related to the study guide. Once the scene has finished, students will individually work on their study guide responses, followed by a class discussion of their responses on the sheet.

Week of October 24th (Fall OGT Week - Modified Schedule - Classes 25 Minutes & No CBI Students)

10/24 Goal: Students will have fun working with various parts of speech. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule The teacher will have student get into partners (teams of two). If there are an odd number of students, there can be one group of three. Once in partners, the teacher will pass out to each student a “mad lib” sheet to be filled out. The teacher will briefly remind students of what a mad lib is and how to complete the sheet. Students will then go through the process of completing their mad lib with their partner. If there is time, students can share their mad libs aloud for the class to enjoy.	10/25 Goal: Students will demonstrate their understanding of parts of speech through the creation of an activity sheet. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to partner up with the same person they worked with yesterday, if possible. The teacher will do any restructuring of partners that might be necessary from the day to day change of attendance. The teacher will remind students of yesterday’s activity of creating a mad lib. After doing so, the teacher will pass out the “Create a Mad Lib” sheet, going through the directions. After doing so, the students are to work on creating their mad lib. Students may use their partner for help in creation, but they should be careful not to be too loud. Mad libs should be turned into the bin once done, and can be completed for homework if necessary.	10/26 Goal: Students will enjoy using parts of speech in peer-created works of creativity. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to, again, get into their partners. Once there, the teacher will distribute mad libs that students created yesterday, making sure students do not get their own or their partners to complete. After a brief re-explanation by the teacher of the process to follow, students are to complete the mad lib given to them with their partner. Students may share their completed work with the class, especially if humorous, if there is time to do so.	10/27 Goal: Students will enjoy using parts of speech in peer-created works of creativity. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to, again, get into their partners. Once there, the teacher will distribute mad libs that students created yesterday, making sure students do not get their own or their partners to complete. After a brief re-explanation by the teacher of the process to follow, students are to complete the mad lib given to them with their partner. Students may share their completed work with the class, especially if humorous, if there is time to do so.	10/28 Goal: Students will complete their letter to a grandchild or participate in a circle writing story creation activity. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to either use the time in class to complete their assignment started yesterday (a letter to a future grandchild), or, if all or most students have completed the assignment, students are to participate in a creative story writing process known as circle writing. During this activity, students will all start their story with the same first line, though they may take it in whichever direction they choose from that point on. After a brief amount of time to write, students will then pass their story clockwise (to their left) and read and add on to the story they each receive. This process is completed as many times as the teacher sees fit, or until all students have worked on each of their peers’ works.

Week of October 17th


Week of October 10th

10/10 Goal: Students will learn about possible educational and career opportunities in the field of technology. Bell Ringer: No Bell Ringer – ITT Technical Institute guest speaker During the class period, a representative from ITT Technical Institute will come and present information regarding possible educational opportunities for careers in various fields of technology. Students will listen attentively to the presentation.	10/11 Goal: Students will compare a film version of The Kite Runner to its original literary text and analyze specific scenes of the film. Bell Ringer: Journal Response: Do you think The Kite Runner will make a good film? Explain why or why not. (5 lines or more) As a class we will discuss students’ thoughts for the bell ringer. The teacher will pass out a sheet entitled “The Kite Runner: A Film Comparison” to each student. The teacher will then run through the requirements for the activity, including expectations to compare the literary text and the film, as well as focus on specific scenes in the film and analyze them. After explaining the work students are expected to do, the teacher will begin showing the film version of The Kite Runner. During the movie, students are expected to be paying attention and engaged in note-taking and working on the film comparison work that was passed out at the beginning of the period.	10/12 ***Early Release Day - Modified Schedule*** Goal: Students will compare a film version of The Kite Runner to its original literary text and analyze specific scenes of the film. Bell Ringer: No Bell Ringer – Early Release Day – Modified Schedule Students are instructed to take out their comparison chart and scene analyzing sheet that they began yesterday during class. The teacher will then review the expectations for the comparison piece as well as the scene analyzing requirement they are to meet while watching The Kite Runner as a film. After doing so, the teacher will begin the film starting from where the class left off yesterday at the end of the period.	10/13 Goal: Students will compare a film version of The Kite Runner to its original literary text and analyze specific scenes of the film. Bell Ringer: Journal Response: From what you have seen in class, what do you think about the film version of The Kite Runner? You can comment on the film overall, or you can address specific aspects of the film such as a particular scene or the representation of a specific character. Also, feel free to use your comparison and analysis sheet you have been working on to help with this prompt. (5 lines or more) Class discussion of bell ringer responses. Students are to take out their comparison and analysis sheet regarding the film version of The Kite Runner, if they haven’t already done so. Once again, the teacher will go over the sheet and its requirements to make sure students are completing the sheet/activity correctly. After doing so, the teacher will continue the film from where the class left off yesterday. As the movie is running, students are expected to pay close attention in order to make higher-level comparisons and in-depth analysis of scenes.	10/14 Goal: Students will complete their comparison of a film version of The Kite Runner to its original literary text Bell Ringer: Journal Response: What has been the most noticeable difference between the film version of The Kite Runner and the text version? It could be a complete change, or it could be something that is represented differently than you thought it would be. (5 lines or more) Discussion of bell ringer responses. Students pass forward bell ringers to be collected for the week (3). Students take out their comparison and analysis sheet that they have been working on during the viewing of the film The Kite Runner. Students will finish that sheet today during class. The teacher will start the film from the point where the class left of yesterday. The film will be finished today in class, but students are expected to continue to make comparison notes and analysis notes on their sheet. Comparison sheets will be collected, assessed, and redistributed on Monday for student written responses.

Week of October 3rd

10/03 Goal: Students will read in a class novel and provide a higher-level response to literature through written response. Bell Ringer: Journal Response: Where will the story go from here? Think about the consequences of Sohrab and Amir’s actions and to what they might lead. Try to be specific in making a logical prediction. (5 lines or more) Class discussion of bell ringer responses. The teacher will have students take out their copy of The Kite Runner and open up to chapter 23 (page 293). Students will be directed to focus on important lines and judgments made regarding Amir’s thoughts and self-value. As a class, we will read the first half of chapter 23 (pages 293-303), pausing occasionally to hit on the toping of important lines (close reading) and the idea of Amir’s self-value. After finishing the pages to be read in class, the teacher will instruct students to take out a piece of notebook paper and head the paper with their name and the date. The teacher will then provide them with the following prompt, on which they are to write and submit their response as an exit slip: “Rahim Khan comments in his letter that ‘A man who has no conscience, no goodness, does not suffer.’ What do you think he meant by that, and do you think Amir’s suffering has come to an end? Why or why not? Homework: Students are to finish reading the rest of chapter 23 (pages 303-310), keeping in mind the bell ringer for tomorrow’s class, as listed on their weekly bell ringer sheet.	10/04 Goal: Students will form opinions and predictions based on textual evidence in The Kite Runner. Bell Ringer: Journal Response: At the end of chapter 23, Amir is at a “crossroad.” What are Amir’s options? What do you think he will do, and why? (5 lines or more) As a class we will discuss students’ thoughts for the bell ringer. The teacher instructs students to open their copy of The Kite Runner to the beginning of chapter 24 (page 311). Teacher passes out copies of “The Kite Runner: Chapter 24 First 1/3 Reading Questions.” The teacher will explain to students that they are to follow along with the in-class reading. In order to effectively do so, students have been provided with copies of reading questions for the portion of the chapter for which students will be responsible. Students should read the first question, and then look for sections referenced in the questions. As a class, we will read the first third of chapter 24 (pages 311-320), pausing at particular points for students to respond to questions regarding prediction and supported opinions. Students will turn in their questions at the end of class before leaving the classroom for the day.	10/05 Goal: Students will pay attention to important dialogue and character interaction that moves the plot forward and leads to possible resolution as the novel continues. Bell Ringer: Journal Response: What would Soraya think if she knew everything that had happened during Amir’s journey? Especially think about yesterday’s reading. Explain your thoughts. (5 lines or more) Discussion of bell ringer responses The teacher will instruct students to take out their copy of The Kite Runner, and to open to the beginning of the second third of chapter 24 (page 320). The teacher will draw students’ attention to the goal for the day, dealing with important dialogue and its effect on conflict and plot. The teacher will then begin to read the second 1/3 of chapter 24 (page 320-332). During the reading, the teacher will find places in the novel to pause when important pieces of dialogue are revealed, in order to discuss their importance now, as well as possible importance later in the novel. Homework: Students are to read the rest of chapter 24 (through page 343). Before starting their reading for homework, students should pay attention to the bell ringer assignment for tomorrow’s class.	10/06 Goal: Students will develop and share opinions regarding The Kite Runner, including plot events, conflict, and characters. Bell Ringer: Prediction Response: The end of chapter 24 is a cliff hanger. What do you think has happened? Explain why your prediction makes sense. (5 lines or more) Class discussion of bell ringer responses. Teacher tells students to take out their copy of the novel The Kite Runner, and to open to the beginning of chapter 35 (page 344). As students are taking out their copies of the novel, the teacher passes out to each student a copy of “The Kite Runner: Amir’s Thoughts/Emotions,” which is a worksheet activity focusing on the main character’s ideas and feelings. The teacher will read the directions for the activity aloud, clarifying questions that students might possibly have. As a class, we will read the first third of chapter 25 aloud. The teacher will pause at particular times when students arrive at places in the novel that address or lead up to question topics. At the end of the first third (pages 344-351), students are responsible for turning in their completed question work. Homework: Students are responsible for reading the second 1/3 of chapter 25 (pages 351-361). Students should pay attention to the bell ringer assignment that they are responsible for answering at the beginning of class tomorrow.	10/07 Goal: Students analyze the conclusion to The Kite Runner and share personal reactions regarding the novel as a whole. Bell Ringer: Journal Response: What do you think about Amir’s reaction to the General’s comments and questions at the end of last night’s reading? Do you agree or disagree with what he said or how he said it? Explain why or why not. (5 lines or more) Discussion of bell ringer responses. Students pass forward bell ringers to be collected for the week (5). The teacher instructs students to take out their copy of The Kite Runner toward the end of chapter 25 (page 361). The teacher lets students know that they will be finishing up the novel today, and they should work to evaluate the conclusion of the novel. As a class we will read the last third of chapter 25 (pages 361-371). During the reading, the teacher will pause at times to build understanding and critical thinking of various points and ideas in the novel’s conclusion. After finishing the novel, students are to head their paper as a Collins Type 1 response. The teacher then instructs students to respond to the following prompt: “What do you think about the conclusion of the novel? Feel free to be honest, but make sure you back up your response with valid reasoning. Use more critical reasoning and thinking than emotion to do this. Students will turn in their type 1 response as an exit slip before leaving the classroom at the end of the period.

Week of September 26th


Week of September 19th

09/19 Goal: Students will explain how characterization is developed through narrative and how minor characters further conflict and plot. Bell Ringer: Journal Response: Chapter 16 is told from the point of view of Rahim Kahn. How do you think Rahim Kahn will influence the novel’s story? You can also predict what Rahim Kahn will share with Amir. As always, be specific. (5 lines or more) Class discussion of bell ringer responses Teacher will have students take out The Kite Runner and open to chapter 16 (page 203). The teacher will pass out the sheet entitled “The Kite Runner: Characterization Development and Minor Characters,” going over the instructions on what to do. The class will read aloud in chapter 16, pausing at times to discuss student ideas (think, pair, share style), and fill out their sheet. End of class exit slip – “What is the most important idea or piece of information that you found from reading chapter 16? Why?” Homework: Read chapter 17-18 (pages 214-227) and pay attention to the bell ringer while doing so, in order to be prepared for tomorrow.	09/20 Goal: Students will create a graphic organizer to represent important information, characters, and/or events from The Kite Runner. Bell Ringer: Journal Response: Chapters 17 & 18 are turning point chapters, similar to chapter 7. What changes things forever in the mind of Amir? How do those things affect Amir, his life, and his decisions? (5 lines or more) As a class we will discuss students’ thoughts for the bell ringer. The teacher introduces the idea of graphic organizers representing various pieces and types of information in various forms. In order to demonstrate that thought, the teacher will provide students with a handout that gives examples of types of organizers and their uses/purposes. The students are then told they are to create and complete a graphic organizer to represent ideas, characters, and/or events that have been important or influential thus far in the novel. Students get to work on their organizers, and as they do so, the teacher will circulate around the room helping students with ideas and assisting in completing their organizers thoroughly. Extra: Students should create an additional organizer about one of the topics not covered in their original organization work (or present them, if all are done).	09/21 Goal: Students will identify and explain important passages from a chapter in The Kite Runner. Bell Ringer: Journal Response: Make a prediction. As Amir moves forward in the novel, and in his quest, what do you think will happen to him? What will he do? Try to be specific. It is not important whether or not your prediction winds up being correct. (5 lines or more) Students put away bell ringer and take out their copies of The Kite Runner, opening to chapter 19 (page 228). As students do so, the teacher will pass out “The Kite Runner: Chapter 19 Significant Lines” worksheet. Once all students have the sheet, the teacher will read aloud the instruction and answer any questions students might have. Students will then be told to get to work on silently reading chapter 19 (pages 228-242) and completing the worksheet as they read. Students will have the remainder o the bell to do so. Students are to be prepared to turn in the completed work tomorrow at the beginning of class.	09/22 Goal: Students will read and answer questions concerning inferences made during chapter 20 in The Kite Runner. Bell Ringer: Journal Response: What references does the narrator, Amir, make concerning the past in chapter 19? Why do you think he makes such references? Explain your answer thoroughly. (5 lines or more) Discussion of bell ringer response. Teacher has students take out their novels and open to chapter 20 (page 243). As students are taking out and opening their books, the teacher will pass out “The Kite Runner: Chapter 20 Inferences” worksheet to each student. The teacher will then explain the sheet and expectations for students, as well as a pervious example or two from earlier chapters. The class will then read aloud in the novel, starting on page 243, pausing occasionally for clarification, discussion, and inferences (student shared). At the end of the class, students are to turn in the work on inferences they were able to do in class. Homework: Students are to finish reading chapter 20 (to page 258) from where the class left off at the end of today’s period.	09/23 Goal: Students will develop topics that can serve as eventual ideas for theme, providing examples of instances where those topics are displayed and textual evidence can be provided. Bell Ringer: List Response: What are some main topics that have been presented in the novel thus far? Try to think of one word or two-word phrases for these topics. List three topics on your response sheet, and then provide clarification and/or examples that demonstrate what you mean for each of the three topics. Class discussion of bell ringer responses. Students are told to take out their copy of The Kite Runner. The teacher will pass out “The Kite Runner: Key Topics & Examples” worksheet to each student. After doing so, the teacher will explain the expectations for the sheet and what students are to do for each area. After the sheet has been explained, students are to use the remainder of time in class to work on filling out areas of the sheet with textual examples of the topics they choose to focus on for the activity. Once students have finished the sheet, they can turn their work in. However, if students do not finish the sheet, they can finish for homework over the weekend and turn in their work Monday for full points.

Week of September 12th

09/12 Goal: Students will read in chapter 13 of The Kite Runner and students will be able to discuss relevant plot events and their contribution to the story’s pacing and conflict Bell Ringer: How do you think his marriage to Soraya will affect Amir? You can comment on how Soraya will impact Amir, or the idea/institution of marriage will affect him, or both. (5 lines or more) Class discussion of bell ringer responses Students will be told to take out their copies of The Kite Runner and open up to chapter 13 on page 166. As a class we will read as much of chapter 13 as we can – attempting to get to page 180 or so. During the reading, the teacher will pause and lead questions concerning Afghani traditions as well as questions around the topic of how significant plot events (particularly Amir’s and Soraya’s wedding as well as Baba’s passing) impact the characters and influence the pacing and conflict of the story. Homework: Students should finish reading chapter 13, starting wherever we left off in class through the end of the chapter, page 189. The teacher will draw students’ attention to the bell ringer for tomorrow to focus their thoughts as they read.	09/13 Goal: Students will apply a thinking taxonomy to better understand the character of Amir in The Kite Runner. Bell Ringer: Significant Quote: Look back at pages 180-189. Choose one or two sentences that you think are powerful or important to the chapter or the book as a whole. Write the sentence(s) word-for-word in quotation marks (quote it) and cite the page number where the sentence(s) are found in parenthesis. Then comment on the importance of the quote you chose, being sure to be thorough! (Quote plus 5 lines or more) As a class we will discuss students’ thoughts for the bell ringer. Students are told to take out a piece of notebook paper and head the paper with their name. They will be taking notes done on the new concept they will be going through today in class, known as “cubing.” The teacher will provide an introduction to the idea and process of cubing by providing a brief explanation of each of the different “sides” of the cube, as well as an example of how each of the sides can be done, using the example of a pencil. Students will be told that they are going to “cube” the main character in The Kite Runner, Amir. The teacher will provide time for each of the sides of the cube, going through them one at a time. After all sides of the cube have been addressed by students individually, the teacher will organize students into small heterogeneous learning groups. Students are told that they will be sharing in these groups, they should feel free to add onto what they were able to generate on their own, and that being open-minding is great though disagreements might still occur. Once in their groups, the teacher will roll thinking cube and whatever side comes up will be the topic of conversation for the group sharing time. As students share, the teacher will go around to each group and listen in on conversations. The process will be repeated until each side of the cube is addressed. Then, if there is time, students’ groups will share their thoughts about each area, rolling the cube to determine the order in which each aspect will be discussed. Students will turn in their written responses for each side of the cube before leaving class.	09/14 Goal: Students will construct words as teams and compete against their peers in order to demonstrate their wide ranging lexicon. Bell Ringer: No Bell Ringer: Early Release Day – Modified Schedule Students in the CBI program will not present for today’s class, due to it being an early release day. Students will be counted off and placed into four different groups. A Scrabble board will then be projected using the document camera, and each group will be given a tile rack and a set of 7 tiles. Students’ groups will play through as many words for as many points as possible on the Scrabble board for the remainder of class.	09/15 Goal: Students will read in The Kite Runner and respond to literary questions regarding prediction, making inferences, and various other during-reading strategies. Bell Ringer: Journal Response: The rest of the novel will return to where chapter one started off: Rahim Kahn’s call to Amir. What thoughts do you think are going through Amir’s head as he hangs up the telephone? Explain your response thoroughly. (5 lines or more) Discussion of bell ringer response. Students are told to open their novels to chapter 14 on page 190. The teacher will pass out The Kite Runner: Chapters 14 & 15 Reading Questions. The teacher will explain to the students that they are to read chapters 14 and 15 (190-202) silently and independently. As they are doing so, students are to respond to the reading questions that were passed out. These questions address during-reading strategies such as prediction and inferring. Students get to work reading chapters 14 and 15 independently, answering the reading questions as they come up. As students work, the teacher will circulate around the room, checking on student responses and ideas for the chapter reading questions. Students should turn in their responses to the chapter reading questions, if done before the end of the class period. Homework: students are to finish reading and/or responding to the questions for chapters 14 and 15 if they were not able to finish their work in class.	09/16 Goal: Students will create a written response from the point of view of the main character, Amir, using citations in order to tie creativity and textual understanding together. Bell Ringer: Journal Response: What type of thoughts do you think are going through Amir’s head during chapters 14 and 15? Try to be as specific as possible, and if you can cite any pages from those chapters to support your thoughts, that would be even better. (5 lines or more) Discussion of bell ringer as a class. Students turn in bell ringer responses for the week (4 responses). Teacher distributes copies of The Kite Runner: Chapter 14-15 Character Journal Response. The teacher will go over the prompt and requirements of the character journal response assignment. After all students seem comfortable with the assignment, they are to begin working on their character journal responses. Students who are not able to turn in their response before the end of class will need to finish their response for homework, and turn it into the teacher at the beginning of class Monday.

Week of September 5th


Week of August 29nd

08/29 Goal: Students will understand cultural aspects of Afghanistan related to the novel The Kite Runner, particularly pertaining to the tradition of kite fighting. Bell Ringer: List Response: What comes to mind when you hear the word “kite”? List any and all of the words, phrases, or ideas that you think of. Even if your thoughts start to jumble together, still list everything – the more ideas the better to get things started. Discussion of bell ringer. Students take out their copies of The Kite Runner and open to chapter 6 (page 48). The teacher will begin to read chapter 6 in the novel aloud as the students follow along with their books open. During the chapter the teacher will stop at various points for clarification or short class discussion. After finishing reading chapter 6 aloud, students will be told to put their novels away and to take out a blank piece of paper, which they should head with their name. As students do so, the teacher will pull up a video from YouTube.com on the computer, projecting onto the whiteboard. The video is entitled “Kite Fighting in Kabul.” The teacher will explain that students are to take down notes of ideas or statements that come from the video related to what kite fighting is and its importance to the people in the video, and the people of Afghanistan in general. After the video has finished, if time allows, the class will have a discussion about what they recorded on their notes. Students will turn in the notes they took before leaving class at the end of the period.	08/30 Goal: Students will respond to various levels of questioning to explore plot, conflict, and characterization while reading in chapter 7 of The Kite Runner. Bell Ringer: Journal Response: In chapter 6 Amir narrates stating “And that’s the thing about people who mean everything they say. They think everyone else does too” (55). Amir is referring to Hassan in this line. Why do you think the statement shows about Amir and the way that he viewed Hassan at that time in their lives? Explain your thoughts. (5 lines or more) As a class we will go over the bell ringer. The teacher has students open their books to chapter 7, page 59. As students open their books the teacher will distribute a copy of the “Chapter 7 – First Half Questions” to each student. These questions deal with various aspects of the 12 pages that the class will read aloud today. After students are ready to read, the teacher will begin to read chapter 7 aloud, starting on page 59 and continuing on through page 71, where he will stop. During the pages read, there will be pauses for students to have time to address the various questions that are stated on the sheet that was just distributed. There will also be occasional breaking moments for class discussion. After reaching the stopping point, the teacher will have students pass forward the answers to the questions on the sheets. Homework: Students should read the remainder of chapter 7 in The Kite Runner, from page 71 to page 79 and be ready to respond to the bell ringer question for tomorrow.	08/31 Goal: Students will complete a graphic organizer to exhibit understanding of the drastic changes that occur in the novel after its emotional turning point. Bell Ringer: Journal Response: Toward the end of chapter 7 is a significant turning point in the novel. Comment on the action, or lack of action from both Hassan and Amir. What is revealed about the nature of each character in the pages you read last night for homework? Explain your answer thoroughly. (5 lines or more) Discussion of bell ringer as a class. Teacher passes out a copy of The Kite Runner: Analyzing the Turning Point to each student in class, explaining the sheet afterward. Students are instructed to open their copies of the novel to chapter 8 (page 81), and the teacher will begin to read the chapter aloud. As the chapter is read, the teacher will pause at various times to lead the class in discussion regarding the turning point and possible ideas related to the graphic organizer students are responsible for working on during the class period. The teacher will read through to page 93, where he will stop for the day. After students turn in their completed worksheets, if there is time remaining, students may continue to read the rest of the chapter, which is assigned for homework. Homework: Students are to read the rest of chapter 8 (pages 93-100).	09/01 Goal: Students will provide a written response regarding characterization and significant plot occurrences in The Kite Runner during chapter 9. Bell Ringer: Journal Response: Toward the end of chapter 8 Rahim Khan shares his memory of a former love named Homaira, who was a Hazara woman. Rahim Khan states “It was Homaira and me against the world. And I’ll tell you this, Amir jan: In the end, the world always wins. That’s just the way of things” (99). Why do you think that Rahim Khan tells Amir this story? How true do you think Rahim Khan’s statement about the world is? Explain your thoughts. (5 lines or more) Discussion of bell ringer response. Teacher has students open their copy of The Kite Runner to chapter 9 (page 101). The students will be told that they are responsible in class for following along with the reading of the chapter that will be done by the teacher aloud during class. Students will also be told that there will be an exit slip at the end of the chapter which will be used to assess understanding and deep though related to characterization and plot occurrences. The teacher reads all of chapter 9 (pages 101-109) aloud, while students follow along. Moments will occur when the teacher will pause and ask students questions to monitor understanding. After the chapter has finished, students will be told to take out a piece of notebook paper. On the piece of paper students will be told to head it with their name, and then they are to answer the following question as an “exit slip”: At the end of the chapter, Amir seems to indicate that he wishes he could have spoken with Hassan before the car drove away. If given a chance to write Hassan a letter, what do you think Amir would say? Outline some main points and ideas that Amir might try to share or explain to Hassan.	09/02 Goal: Students will create symbolic representations in the form of kites for main characters based on the first nine chapters of The Kite Runner. Bell Ringer: Characterization List Response: List each of the characters below on your bell ringer response sheet. Next to each character, provide at least three adjectives (descriptive words) that are suitable for that character. o Amir o Hassan o Baba o Rahim Khan Class discussion about the bell ringer. Students pass forward their weekly bell ringer responses. Teacher passes out the assignment entitled “The Kite Runner: Characterization Kites.” After passing the assignment to each student, the teacher will go through the expectations of the assignment, including the name of the character, four solid symbols to represent character traits, a clean colored copy of the kite, and a written explanation of the symbols and colors presented on the kite. Once all students seem to understand the assignment, the teacher will provide blank “kites” to all the students, and then students will be allowed to choose a character name at random for the assignment. Students are permitted to trade character names, if they choose to do so, but all characters need to be equally represented. Students have the remainder of the period to work on the characterization kite assignment. They should turn in the assignment when finished, before leaving class.

Week of August 22nd

08/22 Goal: Students will demonstrate an understanding of information about the background of the setting in The Kite Runner. Bell Ringer: Journal Response: What do you know about Afghanistan? You can comment on where it is, what it is, the people that live there, or any other ideas related to Afghanistan. Try to write as much as you think you might know. (5 lines or more) Discussion of bell ringer. The teacher will distribute copies of the 2-Column Note sheet to all students, and then uses the document camera to demonstrate how the 2-Column Notes are used. Teacher passes out copies of “The History of Afghanistan during the Time of The Kite Runner to all students.” Students are told to independently read the short article and use the 2-Column Notes to record important thoughts or ideas. After students have been given time to finish the article and record notes, the teacher will lead the class in a brief discussion of the article and what students thought was important to note. Students will then pass up the completed 2-column notes, and the teacher will collect. The teacher will then distribute copies of The Kite Runner to students, recording the book numbers for each student. If there is time, the teacher will begin reading aloud at the beginning of the book as students follow along. This will continue until the end of the period. Homework: Students should read through to the end of chapter 2 (page 11) and come into class tomorrow ready to discuss the reading (note Tuesday’s bell ringer).	08/23 Goal: Students will discuss the characterization presented to the reader in chapter three of The Kite Runner, including underlying conflicts between Amir and Baba. Bell Ringer: Journal Response: Tell me about Hassan. You can describe him physically, describe him through relationships, or any other way you would like. Be as thorough as possible. (5 lines or more) As a class we will go over the bell ringer, which will lead into a brief summary of the first two chapters of the book, which really only covers characters so far. The teacher has students open their books to chapter 3, page 12. Students are told to focus on the characters of Amir and Baba, individually as well as in respect to each other, while the class reads chapter 3 in the book together. The teacher will begin reading chapter 3, and students should have their book open, following along with the pages. During different times in the chapter, the teacher will pause and ask leading questions to try to spark discussion. (“God help us all if Afghanistan…” “The only sin” and “I’d never believe he’s my son” are good quotes to build off of). After finishing the chapter, students will be asked to take out a blank piece of paper, which students will use as an exit slip to respond to the following: “Using 7 words or less, write a complete sentence that describes the relationship between Baba and Amir.”	08/24 Goal: Students will respond to various levels of questions regarding chapter 4 in The Kite Runner. Bell Ringer: Journal Response: Do you think Baba’s criticism of Amir is fair? What emotion or thought might be implied by saying that Amir is “missing something”? (5 lines or more) Discussion of bell ringer as a class. Teacher has students put bell ringers away, but tells the class to take out a new piece of paper, which should be headed with their name, today’s date, and the period. The teacher will explain that students will be responsible for answering various questions during the course of the reading of chapter 4 in The Kite Runner. The teacher begins to read chapter four, starting on page 24, and reads through to the end of the chapter on page 34. During the reading, the teacher will stop at different times to ask questions about what is happening, predictions about what will happen in the future, and comments on characters words and relationships. There will be approximately 5 questions. After the chapter has been finished, students will turn in their completed questions by passing them forward in the row.	08/25 Goal: Students will respond to comprehension questions regarding chapter 5 in The Kite Runner to communicate their understanding of the novel. Bell Ringer: Metaphorical Comparison: Comment on the relationship between Amir and Hassan by making a comparison in the form of a metaphor. You should think about the relationship between the two characters, and then state another relationship (in nature or another book, perhaps) that is similar. Then justify or explain the comparison. (5 lines or more) Discussion of bell ringer response. Teacher passes out a list of 10 questions that go with chapter 5 in The Kite Runner to each student. Students are told that they should take out a new piece of notebook paper and they are to answer 5 of the 10 questions using complete sentences (guys: odds, girls: evens). They should do so as they read chapter 5 silently. If any student finishes up before the end of the period, they may answer the other questions for possible extra credit points, doing so below their assigned five questions. All students should turn in their responses when they are done and the bell has finished. Homework: Any student who has not finished their questions by the end of the period must finish them outside of class and turn them in at the beginning of class tomorrow.	08/26 Goal: Students will write a literary response to an important quote from the first five chapters in The Kite Runner. Bell Ringer: Journal Response: Think about the birthday “present” Baba gives Hassan. What does it demonstrate about Baba? You can comment on Baba individually as well as Baba’s relationship with Hassan. Explain your thoughts thoroughly. (5 lines or more) Class discussion about the bell ringer. Students pass forward their weekly bell ringer responses. Teacher passes out the Collins Type 3 response that students will be working on during class today. The response requires students to choose one of the three quotations listed from the first five chapters of the novel. Each student will then explain the context in which the quotation was said, and who said the line. After thoroughly doing so, the student is to explain how the line relates to what has already happened in the novel, as well as how it might be important as the novel moves forward. After students have the response explained by the teacher, they are to individually start working on their written Collins Type 3 response on the packet provided. As students are working, the teacher will go around the room and assist students with their responses. Students should turn in their responses to the bin when they have finished. If there is time remaining, students may respond to an addition quotation, or if the entire class is done with time remaining, we will have a class discussion about one, two, or all three of the quotes.