• Ms. Proulx Remind 101 Instructions

    Ms. Proulx 10th Grade Syllabus

    Turnitin Instructions

    Need book recommendations? 

    http://i-luv-reading.blogspot.com/ 

    https://www.goodreads.com/

    Lexile score search:

    https://fab.lexile.com/

     

    Week of July 23-July 26

    7/22 Monday

    NO SCHOOL 

    7/23 Tuesday--First Day!

    Learning Goal: Create a welcoming and community-centered class environment
     
    4 -  I worked with other students to follow class rules and participated in class stations
    3 - I worked with some students to follow class rules and somewhat participated in class stations
    2 - I worked with one or two other students to follow class rules but did not participate in class stations 
    1 - I did not work with other students and did not participate in class stations
     
    Warm Up: Welcome and Introduction
    Stations Activity: Syllabus, Goals, Expectations, Class Rules, Learning Style Inventory, Website 
    HW: Signed syllabus (due Friday), bring composition notebook Monday!

      

    7/24 Wednesday

    Learning Goal: Create a welcoming and community-centered class environment
     
    4 -  I worked with other students to follow class rules and participated in class.
    3 - I worked with some students to follow class rules and somewhat participated in class.
    2 - I worked with one or two other students to follow class rules but did not participate in class.
    1 - I did not work with other students and did not participate in class.
     
    Warm Up: Open House reminder
    Create class rules from first day stations 
    Get to Know Your Teacher
    Switch sides activity
    HW: Signed syllabus (due Friday), About Me! Collage (due Friday), bring composition notebook Monday!
     
     

    7/25 Thursday

    Learning Goal: Explore class routines, projects, and procedures.
     
    4 - I listened actively and chose my five books for this semester.
    3 - I listened actively and chose 2-3 of my books for this semester.
    2 - I somewhat listened and chose 1-3 of my books for this semester.
    1 - I did not listen or choose any of my books for this semester.
     
    Warm Up: Hand out parent letters. Collect syllabus 
    Weekly journal info
    Independent Reading Project Instructions & choose 1st semester books
    Silent Sustained Reading information
    HW: Signed syllabus (due Friday), About Me! Collage (due Friday), bring composition notebook Monday!
     

    7/26 Friday

    Learning Goal: (9-10.W.3.d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
     
    4 - Student used complex words and phrases, details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
    3 - Student used some complex words, phrases, details, and sensory language to convey a vivid picturf the experiences, events, setting, and/or characters.
    2 - Student used little to no complex words, phrases, details, and sensory language and conveyed a somewhat unclear picture of the experiences, events, setting, and/or characters.
    1 - Student used no complex words, phrases, details, and sensory language and conveyed an unclear picture of the experiences, events, setting, and/or characters.
     
    Warm Up: Share About Me! Collages with group
    "I wish my teacher knew..." https://www.youtube.com/watch?v=oiD7nvS3DzY 
    Rough draft: "I wish my teacher knew..." essay
    HW: Bring composition notebook Monday! Typed "I wish my teacher knew..." essay due Monday. List of first 5 books for IRP due Monday.
     
    Week of July 29-August 2

    7/29 Monday

    Learning Goal: (9-10.W.3) Write narratives to develop real or imagined experiences or events using effective
    technique, well-chosen details, and well-structured event sequences.
      
    Warm Up: Turn in "I wish my teacher knew..." essay to basket & seating chart 
    Journal - What is your favorite book that you've ever read? What made it your favorite? 
    Reading Survey
    HW: Book #1 due by next block day! 

     

    7/30 Tuesday

    Learning Goal: (9-10.W.3.c) Use a variety of techniques to sequence events so that they build on one
    another to create a coherent whole.
     
    4 - Student successfully used a variety of techniques to sequence events to create a coherent whole.
    3 - Student used a variety of techniques to squence events to create a somewhat coherent whole. 
    2 - Student somewhat successfully used a variety of techniques to sequence events, but did not create a coherent whole.
    1 - Student did not use a variety of techniques to sequence events and did not create a coherent whole. 
     
    Warm Up: Journal - In your opinion, what is the most vital part to a successful story? Does one element make or break it? Explain using your notes from yesterday. 
    Story Board & Gallery Walk -- If absent, follow these directions on a separate sheet of paper for your own creative story! 
    HW: Book #1 due by next block day! Short story due this Thursday! 

     

     

    7/31 Wednesday- NO BLOCK DAY

    Learning Goal: (9-10.RL.3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 
     
    4 - Student successfully analyzed character development and interaction and how complex characters advance the plot and develop theme. 
    3 - Student successfully analyzed character development and interaction, and somewhat successfully analyzed how complex characters advance the plot and develop theme. 
    2 - Student somewhat successfully analyzed character development and interaction, and somewhat successfully analyzed how complex characters advance the plot and develop theme. 
    1 - Student did not successfully analyzed character development and interaction or how complex characters advance the plot and develop theme. 
     
    Warm Up: No journal--Work on short story 
    Identifying elements of a story--"Cinderella" 
    HW: Book #1 due by next block day! Short story due Tomorrow 
     
     

    8/1 Thursday- NO BLOCK DAY

    Learning Goal: Draw evidence from literary or informational texts to support analysis, reflection,
    and research.
     
     
    Warm Up:No journal. Turn in your creative short stories to the basket.
    Writing pre-assessment
    HW: Book #1 due by next block day! 
     

    8/2 Friday

    Learning Goal: (CCRS.9-10.L.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. 
     
    Warm Up: No journal
    Multiple choice pre-assessment 
    HW: Book #1 due by next block day! 
     
    Week of August 5-August 10

    8/5 Monday

    Learning Goal: (CCRS.9-10.L.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
     
    4 - Student demonstrated excellent command of English conventions.
    3 - Student demonstrated acceptable command of English conventions.
    2 - Students demonstrated limited command of English conventions.
    1 - Student demonstrated little to no command of English conventions. 
     
    Warm Up: Journal: Fix the following sentence and explain (1-2 sentences) what was wrong with it:
    "You're to kind" marcie said "i dont know how I can repay you" 
    Grade multiple choice pre-assessment 
    Pre-assessment reflection: strengths and weaknesses 
    HW: Book #1 due by block day! 
     

    8/6 Tuesday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature from outside the United States. 
    1 - Student did not analyze a point of view or cultural experience in a work of literature from outside the United States. 
     
    Warm Up: Journal: How can an author's background influence their writing? What about society? (3-5 sentences)
    "The Doll's House" background information presentations 
    "Outsider" quick-write
    HW: Book #1 due by block day! Outsider quick-write due block day (if not finished in class)
     

    8/7 Wednesday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature from outside the United States. 
    1 - Student did not analyze a point of view or cultural experience in a work of literature from outside the United States. 
     
    Warm Up: Journal: No journal: Get out IRP Book #1 and begin silent reading
    "Outsider" quick-write
    "The Doll's House" anticipation guide 
    Begin reading "The Doll's House" 
    HW: Read IRP Book #1 
     

    8/8 Thursday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature from outside the United States. 
    1 - Student did not analyze a point of view or cultural experience in a work of literature from outside the United States. 
     
    Warm Up: Journal: No journal: Get out IRP Book #1 and begin silent reading
    "Outsider" quick-write
    "The Doll's House" anticipation guide 
    Begin reading "The Doll's House" 
    HW: Read IRP Book #1. Vocab #1 Com/Con due Monday
     

    8/9 Friday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature from outside the United States. 
    1 - Student did not analyze a point of view or cultural experience in a work of literature from outside the United States. 
     
    Warm Up: Journal--Feel Good Friday: What is your favorite thing to do on a weekend when you have nothing else going on? Why is that your favorite? 3-5 sentences.
    Once done with your journal, put it on my desk. Make sure your journals are dated!
     
    Continue reading "The Doll's House" 
    HW: Read IRP Book #1. Vocab #1 Com/Con due Monday. Finish "The Doll's House" & annotations for Monday (if not done in class). 
     
    Week of August 12-August 17

    8/12 Monday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature from outside the United States. 
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature from outside the United States. 
    1 - Student did not analyze a point of view or cultural experience in a work of literature from outside the United States. 
     
    Warm Up: Journal--Why did you choose your IRP book #1? Did its subject interest you, do you like the author? 3-5 sentences. 
    Turn in Vocab #1
    Get out "The Doll's House"--symbolism 
    "The Doll's House" quiz 
    HW: Read IRP Book #1. 
     

    8/13 Tuesday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature.
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature.
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature.
    1 - Student did not analyze a point of view or cultural experience in a work of literature.
     
    Warm Up: Journal--Correct these sentences:
    He and his friend goes to the mall.
    The manager, as well as his employees, are happy about the new uniform.
    The busiest times is early morning and late afternoon. 
    Picture Day
    Riding the Rails video & video guide 
    HW: Read IRP Book #1.  Vocab #2 Hypo due Friday
     

    8/14 Wednesday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature.
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature.
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature.
    1 - Student did not analyze a point of view or cultural experience in a work of literature.
     
    Warm Up: No Journal: Get out IRP #1 book and begin silent reading  
    "To A Mouse" Poem Analysis 
    HW: Read IRP Book #1.  Vocab #2 Hypo due Friday 
     

    8/15 Thursday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature.
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature.
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature.
    1 - Student did not analyze a point of view or cultural experience in a work of literature.
     
    Warm Up: No Journal: Get out IRP #1 book and begin silent reading  
    "To A Mouse" Poem Analysis 
    HW: Read IRP Book #1.  Vocab #2 Hypo due Friday
     

    8/16 Friday

    Learning Goal: (CCRS.9-10.RL.6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 
     
    4 - Student successfully analyzed a point of view or cultural experience in a work of literature.
    3 - Student somewhat successfully analyzed a point of view or cultural experience in a work of literature.
    2 - Student struggled to successfully analyze a point of view or cultural experience in a work of literature.
    1 - Student did not analyze a point of view or cultural experience in a work of literature.
     
    Warm Up: Journal (Feel Good Friday)- When you are feeling stressed, upset, overwhelmed, etc., what helps you feel better? A person, a pet, an activity? 3-5 sentences. When you're done, place your journal on my black table. 
    Of Mice and Men anticipation guide
    "The American Dream" worksheet
    HW: Read IRP Book #1.  Vocab #2 Hypo due Friday
     
    Week of August 19-August 23

    8/19 Monday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
     
    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Journal--In 3-5 sentences, summarize what has happened in your first IRP book so far
     
    Turn in "American Dream" worksheet
    Of Mice and Men quick-write
    Read Ch. 1 of Of Mice and Men 
    HW: Read IRP Book #1 (mini-conference on block day) 
     

    8/20 Tuesday 

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
     
    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Journal--Look at the Quote of the Week ("Let me be that I am and seek not to alter me." -William Shakespeare). What does this quote mean to you? Do you think it's something we should all live by? 3-5 sentences. 
    Vocab #3 Inter 
    Continue reading Ch. 1 of Of Mice and Men 
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #3 due Friday
     

    8/21 Wednesday 

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Silent Reading
    Continue Ch. 1 of Of Mice and Men 
    Read Ch. 2 of Of Mice and Men in groups 
    OMM Character portaits
     
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #3 w/ prepositional phrase due Friday
     

    8/22 Thursday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Silent Reading
    Continue Ch. 1 of Of Mice and Men 
    Read Ch. 2 of Of Mice and Men in groups 
     
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #3 w/ prepositional phrase due Friday. Finish OMM Chapter 2 if not done in class. 
     

    8/23 Friday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Journal--Feel Good Friday: What is your favorite food? If you could only eat that one type of food for the rest of your life, do you think you'd get sick of it? 3-5 sentences.
    Turn journal in on black table once finished.
     
    Of Mice and Men Lit Circles - Chapter 2
    OMM Chapter 2 Comprehension Check
    HW: Read IRP Book #1 (mini-conference on block day). Character Playlist due Monday!
     
    Week of August 26-August 30

    8/26 Monday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Journal--What is your impression of Of Mice and Men so far? Do you have a favorite character? Least favorite? What are your predictions as to what will happen later in the book? 5 sentences using 2 prepositional phrases. 
    Grade OMM Ch. 2 Comprehension Check
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #4 due Friday
     

    8/27 Tuesday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Journal--Write 5 sentences using a prepositional phrase--underline and label the prepositions and the objects. 
    Vocab #4 
    Present character portraits  
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #4 due Friday
     

    8/28 Wednesday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Silent Reading
    Theme notes: https://prezi.com/bgp-ta7gorwi/of-mice-and-men-themes/ 
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #4 due Friday
     

    8/29 Thursday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Silent Reading
    HW: Read IRP Book #1 (mini-conference on block day). Vocab #4 due Friday
     

    8/30 Friday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Feel Good Friday--What are your plans for the long weekend? Are you going on a trip, hanging out with friends, staying home? Are you excited for it? 5 sentences using at least ONE appositive phrase. 
    Turn Vocab into basket
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished 
     
    9/2 Monday
    No School 

    9/3 Tuesday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: What is a prepositional phrase? Give an example sentence. What is an appositive phrase? Give an example sentence.  
    Vocab #5 
     
    Aristotle's "Three Types of Friendship" w/ discussion questions 
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. Vocab #5 with appositive phrase due Friday. 
     

    9/4 Wednesday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Silent Reading/Book Spines (if finished with your book)
    OMM Quiz
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. Vocab #5 with appositive phrase due Friday. 
     

    9/5 Thursday

    Learning Goal:  (CCRS.9-10.RL.3)Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    4 - Student successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    3 - Student somewhat successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    2 - Student struggled to successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
    1 - Student did not successfully analyzed the complex characters of Of Mice and Men in the first chapter. 
     
    Warm Up: Silent Reading/Book Spines (if finished with your book)
    OMM Quiz
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. Vocab #5 with appositive phrase due Friday. 
     

    9/6 Friday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Journal: Feel Good Friday--If you were trapped on a desert island, who is the one person you would want to be trapped with and why? 5 sentences.
    Turn in Vocab #5--keep journals until after lit circles 
    Grade OMM Quiz w/ quiz corrections
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/9 Monday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Journal--Which character in Of Mice and Men do you most relate to? 5 sentences.
    1st Hour: Turn notebooks back in at the end of class!
    Read Chapter 5 of Of Mice and Men
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/10 Tuesday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Journal--If you were in George's place, what option for Lennie's fate would you choose for him--lynching, imprisonment, or risking surviving on his own? Explain your answer in 5 sentences. 
    Finish Chapter 5 of Of Mice and Men
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
    Of Mice and Men pdf: http://nisbah.com/summer_reading/ff_mice_and_men_steinbeck.pdf
     

    9/11 Wednesday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Get out "Icarus and Daedalus" sheet from Tuesday
    Begin OMM movie w/ comparison 
    Begin Chapter 6 of OMM
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/12 Thursday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
     
    Warm Up: Silent Reading/Book Spines 
    Begin OMM movie w/ comparison 
    Begin Chapter 6 of OMM
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/13 Friday

    Learning Goal: (CCRS.9-10.RL.2)Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

    4 - Students are able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    3 - Students are somewhat able to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    2 - Student struggled to successfully determine a central idea from Of Mice and Men and analyze it in detail.
    1 - Students was unable to successfully determine a central idea from Of Mice and Men and analyze it in detail.
     
    Warm Up: Journal: Feel Good Friday--If you could go back in time to any decade, which one would you pick and why? 5 sentences
    Read Chapter 6 of OMM
    Vocab Review 1-5 
    HW: OMM Debate Worksheet due Monday. Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished.
    Of Mice and Men pdf: http://nisbah.com/summer_reading/ff_mice_and_men_steinbeck.pdf
     

    9/16 Monday

    Learning Goal: (CCRS.9-10.SL.1.a) Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

    4 - Student participated 3+ times in discussion and debated their point effectively using evidence from the supplied texts.
    3 - Student participated at least twice in discussion and debated their point effectively using evidence from the supplied texts.
    2 - Student participated once in discussion and debated their point somewhat effectively with little to no evidence from the supplied texts.
    1 - Student did not participate in discussion but completed their preparation worksheet with evidence and claim.
     
    Warm Up: No Journal. Last-minute preparations for OMM Debate 
    Of Mice and Men Review Game
    Of Mice and Men Debate
    Exit Ticket: Did your stance on the debate topics change from beginning to end? Why? Did the opposing side use any compelling evidence? Why is evidence important to proving your claim?
    HW: Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/17 Tuesday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Journal: Are any other characters aside from Lennie at fault for Curley's Wife's death? Why? 5 sentences.
    Thesis Statement Review
    Introduce Of Mice and Men final essay
    HW: Thesis Packet due Block Day! Quarter 1 Root Test block day! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/18 Wednesday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Study for Quarter 1 Vocab Test! Roots: Com/Con, Hypo, Circum, Inter, and Mal/Male
    Quarter 1 Vocab Test
    OMM Essay Outline
    OMM Essay Rough Draft (F206)
    HW: OMM Rough Draft due Friday! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/19 Thursday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Study for Quarter 1 Vocab Test! Roots: Com/Con, Hypo, Circum, Inter, and Mal/Male
    Quarter 1 Vocab Test
    OMM Essay Outline
    OMM Essay Rough Draft (F206)
    HW: OMM Rough Draft due Friday! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/20 Friday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Journal: Feel Good Friday--What are your plans for fall break? What are you looking forward to the most? 
    OMM Essay Peer Editing 

    Turnitin Instructions

    HW: OMM Essay Final Draft due Monday to turnitin.com at 11:59! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     
     

    9/23 Monday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Study for OMM Test (Midterm)
    OMM Final Test
    HW: OMM Essay Final Draft due Monday to turnitin.com at 11:59! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/24 Tuesday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Get out a pen/colored pencil--no pencils on the desk!
    Grade OMM Final Test 
    OMM Test Corrections 
    HW: OMM Essay Final Draft due Monday to turnitin.com at 11:59! Read IRP Book #1 (mini-conference on block day). Finish IRP book #1 if not finished. 
     

    9/25 Wednesday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Keep phones--get ready for Counsilor visit
     
    Sophomore Units (6th hour in C201)
    Reading Letter #1: To Ms. Proulx
    Continue Of Mice and Men movie
    HW: Finish IRP book #1 if not finished. IRP book #2 must be finished by 2nd quarter!
     

    9/26 Thursday

    Learning Goal: (CCRS.9-10.W.9) Draw evidence from literary or informational texts to support analysis, reflection, and research

    4 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively and clearly. 
    3 - Student draws and uses evidence from Of Mice and Men to support their chosen prompt effectively, but might be a little unclear.
    2 - Student draws and uses some evidence from Of Mice and Men to support their chosen prompt. 
    1 - Student does not draw or use evidence from Of Mice and Men to support their chosen prompt. 
     
    Warm Up: Keep phones--get ready for Counsilor visit
    Sophomore Units (1st hour in F206)
    Reading Letter #1: To Ms. Proulx
    Continue Of Mice and Men movie
    HW: Finish IRP book #1 if not finished. IRP book #2 must be finished by 2nd quarter!
     

    9/27 Friday--Last day of the quarter!

    Learning Goal: (CCRS.9-10.RL.7) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (9-10.RL.7)

     
    Warm Up: Get out Of Mice and Men movie comparison worksheet
    Turn in Reading Letter
    Watch Of Mice and Men movie--chart due at the end of class
    HW: BGB Fall Break Assignment due 10/15! IRP book #2 must be finished by 2nd quarter!