• Semester 1 Final Review Resources:
    Punctuation/Comma Kahoot Review: https://create.kahoot.it/share/punctuation-and-comma-rules/d4a1609b-734c-4df3-9ca5-fb84dd93c014
     
     
    September 30-October 14: Fall Break! 
     

    10/15 Tuesday: Welcome Back! 

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student completed their BGB Fall Break Assignment completely with well-researched topics and has a clear sense of direction for the future of their project. 
    3 - Student completed their BGB Fall Break Assignment completely with well-researched topics and has a somewhat clear sense of direction for the future of their project. 
    2 - Student partially completed their BGB Fall Break Assignment with some researched topics and has little sense of direction for the future of their project. 
    1 - Student did not complete their BGB Fall Break Assignment and has little to no sense of direction for the future of their project. 
     
    Warm Up: Journal: What topic are you most interested in pursuing for your Basha Gives Back project? Why do you feel so passionate about that topic? 6 sentences.
    BGB Project Examples:
    Condense to 2 topics to research
    HW: IRP Book #3 due by November 1!
     

    10/16 Wednesday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student finds 2+ CRAAP-tested sources that are strongly related to their research topic. 
    3 - Student finds 2 CRAAP-tested sources that are related to their research topic. 
    2 - Student finds 1 CRAAP-tested source that is related to their research topic.
    1 - Student finds no CRAAP-tested sources that relate to their research topic.
     
     
    Warm Up: Journal: Can one person truly make a difference? What about your project has the potential to change someone's life? 6 sentences. 
    Go over CRAAP Test 
    BGB Conferences
    Research for topics: find at least 2 sources (and complete a CRAAP test worksheet for each) by the end of class--these must be printed for tomorrow!
    HW: 2 sources by the end of class--these must be printed for tomorrow!IRP Book #3 due by November 1!
     

    10/17 Thursday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student finds 2+ CRAAP-tested sources that are strongly related to their research topic. 
    3 - Student finds 2 CRAAP-tested sources that are related to their research topic. 
    2 - Student finds 1 CRAAP-tested source that is related to their research topic.
    1 - Student finds no CRAAP-tested sources that relate to their research topic.
     
    Warm Up: Silent Reading 
    Continue research & conferences from Wednesday
    Write down 2 questions for senior visits on Friday! 
    HW: 2 questions for senior visits on Friday! IRP Book #3 due by November 1!
     

    10/18 Friday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student actively pays attention during senior presentations and asks two or more questions to the presenters. 
    3 - Student pays attention during senior presentations and asks one question to the presenters. 
    2 - Student somewhat pays attention to senior presentations, but asks no questions. 
    1 - Student does not pay attention to senior presentations. 
     
    Warm Up: Journal: Feel Good Friday--Stream of consciousness. Write about anything for 5 minutes, not worrying about grammar or conventions. Half a page minimum.  
    BGB--Senior Visits 
    HW: IRP Book #3 due by November 1!
     

    10/21 Monday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student forms a well-thought out and in-depth research question to guide their Basha Gives Back projects. 
    3 - Student forms a research question to guide their Basha Gives Back projects, but it may lack depth.
    2 - Student forms a rough research question to guide their Basha Gives Back projects. 
    1 - Student does not form a research question to guide their Basha Gives Back projects. 
     
    Warm Up: Journal: What is one goal you have for yourself this quarter--this can be for school, personal, sports, etc. 6 sentence minimum.  
    Begin Quarter 2 Vocab
    HW: Vocab (Mono) due Friday! IRP Book #3 due by November 1!
     

    10/22 Tuesday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student forms a well-thought out and in-depth research question to guide their Basha Gives Back projects.  
    3 - Student forms a research question to guide their Basha Gives Back projects, but it may lack depth.
    2 - Student forms a rough research question to guide their Basha Gives Back projects. 
    1 - Student does not form a research question to guide their Basha Gives Back projects. 
     
    Warm Up: Journal: What book are you currently reading for your IRP? Give a brief summary of what has happened so far. Do you have any favorite/least favorite characters? Are you enjoying the book, or did you like your first or second IRP book better? 6 sentences.
    Quarter 1 Grammar Quiz
    HW: Vocab (Mono) due Friday! IRP Book #3 due by November 1!
     

    10/23 Wednesday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student forms a well-thought out and in-depth research question to guide their Basha Gives Back projects.  
    3 - Student forms a research question to guide their Basha Gives Back projects, but it may lack depth.
    2 - Student forms a rough research question to guide their Basha Gives Back projects. 
    1 - Student does not form a research question to guide their Basha Gives Back projects. 
     
    Warm Up: Silent Reading  
    SMART Goal and Research Question Workshop
    Introduce Research/Volunteer Packet--due 12/6!
    HW: Vocab (Mono) due Friday! IRP Book #3 due by November 1! Research packet due 12/6!
     

    10/24 Thursday 

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student forms a well-thought out and in-depth research question to guide their Basha Gives Back projects.  
    3 - Student forms a research question to guide their Basha Gives Back projects, but it may lack depth.
    2 - Student forms a rough research question to guide their Basha Gives Back projects. 
    1 - Student does not form a research question to guide their Basha Gives Back projects. 
     
    Warm Up: Silent Reading  
    SMART Goal and Research Question Workshop
    Introduce Research/Volunteer Packet--due 12/6!
    HW: Vocab (Mono) due Friday! IRP Book #3 due by November 1! Research packet due 12/6!
     

    10/25 Friday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student forms a well-thought out and in-depth research question to guide their Basha Gives Back projects.  
    3 - Student forms a research question to guide their Basha Gives Back projects, but it may lack depth.
    2 - Student forms a rough research question to guide their Basha Gives Back projects. 
    1 - Student does not form a research question to guide their Basha Gives Back projects. 
     
    Warm Up: Feel Good Friday: If you could only watch one movie for the rest of your life, what would it be and why? 6 sentences.
    SMART Goal Workshop
    HW: Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    10/28 Monday 

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student meets all the requirements outlined on their research project and goes above and beyond when creating their PowerPoint.
    3 - Student meets all the requirements outlined on their research project and when creating their PowerPoint.
    2 - Student meets most of the requirements outlined on their research project and when creating their PowerPoint.
    1 - Student meets little of the requirements outlined on their research project and their PowerPoint may be missing pieces.
     
    Warm Up: Journal: What do you already know about Edgar Allan Poe--who he is, what he has written, etc. Min. 4 bullet points in complete sentences
    Edgar Allan Poe Introduction
    Complete Poe research project in groups of 3 
    HW: Poe Research PowerPoint due tomorrow! Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    10/29 Tuesday

    Learning Goal: (CCRS.9-10.W.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

    4 - Student meets all the requirements outlined on their research project and goes above and beyond when creating their PowerPoint.
    3 - Student meets all the requirements outlined on their research project and when creating their PowerPoint.
    2 - Student meets most of the requirements outlined on their research project and when creating their PowerPoint.
    1 - Student meets little of the requirements outlined on their research project and their PowerPoint may be missing pieces.
     
    Warm Up: Journal: What was the most interesting thing you learned about Edgar Allan Poe during your research? 6 sentences.
    Vocab #2 (Omni)
    Poe PowerPoint Presentations 
    HW:  Vocab #2 (Omni) w/ infinitive phrase due Friday! Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    10/30 Wednesday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Silent Reading
    Finish Poe presentations (if needed)
    Scavenger Hunt
    HW:  Vocab #2 (Omni) w/ infinitive phrase due Friday!  Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    10/31 Thursday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Journal: Silent Reading
    Finish Poe presentations 
    Scavenger Hunt
    HW:  Vocab #2 (Omni) w/ infinitive phrase due Friday! Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    11/1 Friday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Journal: Feel Good Friday: The expression, 'You are what you eat...,' turns out to be true. What have you turned into? Write about your day as your new food item. 6 sentence minimum. 
    Watch Edgar Allan Poe video: https://www.youtube.com/watch?v=sXsU4C7-rxQ
    HW: Research/Volunteer Packet due 12/6! IRP Book #3 due by November 1!
     

    11/4 Monday

    Learning Goal: (CCRS.(9-10.RI.7) Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 

     
    4 - Student is able to recall information about Edgar Allen Poe and show evidence of understanding through informal comprehension check. 
    3 - Student is able to recall most information about Edgar Allen Poe and show evidence of understanding through informal comprehension check.
    2 - Student is able to recall some information about Edgar Allen Poe and show evidence of brief understanding through informal comprehension check.
    1 - Student is unable to recall any information about Edgar Allen Poe and shows minimal evidence of understanding through informal comprehension check.
     
    Warm Up: Journal: Write a paragraph (min. 5 sentences) using at least one word that contains the root Mono and one that contains the root Omni. 
    Finish Edgar Allan Poe video: https://www.youtube.com/watch?v=sXsU4C7-rxQ
    Edgar Allan Poe Quiz
    Vocab Week 3
    HW: Vocab #3 due Friday!Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/5 Tuesday 

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: No journal--study for figurative language quiz. 
    IRP Bookmarks
    Figurative Language quiz
    HW: Vocab #3 due Friday!Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/6 Wednesday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Silent Reading
    "The Raven" 
    HW: Vocab #3 due Friday!Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/7 Thursday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Silent Reading
    "The Raven" 
    HW: Vocab #3 due Friday!Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/8 Friday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Feel-Good Friday: If you could have any job in the world, what job would you have and why? 6 sentences. 
    Discuss "The Raven" annotations
    Re-writing "The Raven"  
    HW: Re-writing "The Raven" due Tuesday! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/11 Monday

    NO SCHOOL

     

    11/12 Tuesday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Journal: What is your biggest fear? 6 sentences using at least 1 compound sentence and 2 complex sentences.
    Turn in re-writing "The Raven" assignment to bin
    "The Fall of the House of Usher" Anticipation Guide
    HW: First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/13 Wednesday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Silent Reading
    Go through Comma Packet
    Begin reading "The Fall of the House of Usher"(pdf: https://www.ibiblio.org/ebooks/Poe/Usher.pdf)
    HW: Comma packet due 11/18! First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/14 Thursday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Silent Reading
    Go through Comma Packet
    Begin reading "The Fall of the House of Usher"(pdf: https://www.ibiblio.org/ebooks/Poe/Usher.pdf)
    HW: Comma packet due 11/18! First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th! 
     

    11/15 Friday

    Learning Goal: (CCRS.9-10.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

    4 - Student is able to successfully determine the figurative meaning of a sentence and identify the type of figurative language. 
    3 - Student is able to determine the figurative meaning of a sentence and identify the type of figurative language with few errors. 
    2 - Student is able to identify the type of figurative language being used. 
    1 - Student is unable to successfully determine the figurative meaning of a sentence or identify the type of figurative language. 
     
    Warm Up: Feel Good Friday: You have been granted three wishes. What do you wish for and why? 6 sentences using at least 1 compound-complex sentence and 2 compound sentences. 
    Continue reading "The Fall of the House of Usher"(pdf: https://www.ibiblio.org/ebooks/Poe/Usher.pdf)
    HW: Comma packet due 11/18! First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th!
     

    11/18 Monday

    Learning Goal: (CCRS.9-10.L.5.b) Analyze nuances in the meaning of words with similar denotations. 
     
    1 - Student can analyze nuances in the meaning of words with similar denotations.
    2 - Student can analyze nuances in the meaning of words with similar denotations with help. 
    3 - Student can identify nuances in the meaning of words with similar denotations. 
    4 - Student can identify nuances in the meaning of words with similar denotations with help. 
     
     
    Warm Up: Journal: Write 6 sentences (min. 1 complex, 1 compound, 1 compound-complex) using the following words: monochrome, omnipotent, preternatural. Make sure you include context clues to show you know the meaning of the words!  
    Connotation/Denotation Notes
    Correct Comma Packet 
    HW: Vocab #4 (Trans) w/ compound-complex sentence due Friday! First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th!
     

    11/19 Tuesday

    Learning Goal: (CCRS.9-10.L.4.a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
     
    1 - Student struggles to identify the meaning of a word or phrase based on the context. 
    2 - Student has some difficulty identifying the meaning of a word or phrase based on context. 
    3 - Student can use context clues to correctly discover the meaning of a word of phrase with some help. 
    4 - Student can use context clues to correctly discover the meaning of a word or phrase with no help. 
     
    Warm Up: Journal: Summarize what has happened in "The Fall of the House of Usher" up to where we have read (page 7). 6 sentences using at least 2 complex sentences and 1 compound-complex sentence.
    Continue reading "The Fall of the House of Usher"(pdf: https://www.ibiblio.org/ebooks/Poe/Usher.pdf)
    Vocab squares 
    HW: Vocab #4 (Trans) w/ compound-complex sentence due Friday! Vocab squares due Friday! First 2 vocab bookmarks due 11/25! Research/Volunteer Packet due 12/6! IRP Book #4 due November 25th! Book #5 and all book spines due December 13th!
     

    11/20 Wednesday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up: Silent Reading
    Grammar Review Movie Posters 
    HW: Vocab #4 (Trans) w/ compound-complex sentence due Friday! Movie posters due Monday! First 2 vocab bookmarks due Monday! Research/Volunteer Packet due 12/6! IRP Book #4 due Monday! Book #5 and all book spines due December 13th!
     

    11/21 Thursday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up: Silent Reading
    Grammar Review Movie Posters 
    HW: Vocab #4 (Trans) w/ compound-complex sentence due Friday! Movie posters due Monday! First 2 vocab bookmarks due Monday! Extra credit movie trailers due 12/2! Research/Volunteer Packet due 12/6! IRP Book #4 due Monday! Book #5 and all book spines due December 13th!
     

    11/22 Friday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up: Feel Good Friday: With Thanksgiving approaching, what are you most thankful for in your life? 6 sentences. 
    Grammar Review Movie Posters 
    Vocab Test on Tuesday! Study Guide: "The Fall of the House of Usher" Vocabulary
    HW: Movie posters due Monday! First 2 vocab bookmarks due Monday! Extra credit movie trailers due 12/2! Research/Volunteer Packet due 12/6! IRP Book #4 due Monday! Book #5 and all book spines due December 13th!
     

    11/25 Monday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up: Journal: Describe your weekend in 6 sentences using 1 participle phrase, 1 gerund, and 2 compound sentences. 
    Grammar Review Movie Posters 
    Poster Presentations
    HW: Extra credit movie trailers due 12/2! Research/Volunteer Packet due 12/6! Book #5 and all book spines due December 13th!
     

    11/26 Tuesday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up:No journal. Study for vocabulary quiz 
    Found Vocabulary Quiz ("House of Usher") 
    Continue reading "The Fall of the House of Usher" 
    HW: Extra credit movie trailers due 12/2! Research/Volunteer Packet due 12/6! Book #5 and all book spines due December 13th!
     

    11/27 Wednesday-11/29 Friday

    NO SCHOOL

     

    12/2 Monday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student's grammar posters contain in-depth definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    3 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are creative, colored, and well-thought out. 
    2 - Student's grammar posters contain a basic definition and use of grammar concepts; posters are colored but not as creative; posters may contain some errors.  
    1 - Student's grammar posters are missing definitions and use of all required grammar concepts; posters are not creative or colored. 
     
    Warm Up: Journal: Imagine you are in the narrator's place at the end of "The Fall of the House of Usher." How would you react to what happens to Roderick and Madeline? What would you have done differently? 6 sentences using 1 participle, 1 infinitive, and 1 complex sentence. 
     
    Poster Presentations
    Go over "House of Usher"
    Pass out "Why Do Some Brains Enjoy Fear?"
    HW: "Why Do Some Brains Enjoy Fear?" due block day! Research/Volunteer Packet due 12/6! Book #5 and all book spines due December 13th!
     

    12/3 Tuesday

    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to effectively use various types of phrases and sentence types in their writing. 
    3 - Student is able to effectively use various types of phrases and sentence types in their writing with little help. 
    2 - Student is able to effetively use some types of phrases and sentence types in their writing with help. 
    1 - Student is unable to effectively use most types of phrases and sentence types in their writing and need some more guidance.  
     
    Warm Up: Journal: What has been your favorite thing to read this year out of our in-class readings (short stories, poems, novels)? Explain why in 6 sentences using 2 gerunds and 2 compound sentences. 
    Vocab #5 (Cap, Capt) w/ gerund 
    "They Say/I Say" Template in notebooks
    Essay template handout in notebooks
    HW: "Why Do Some Brains Enjoy Fear?" due block day! Research/Volunteer Packet due 12/6! Book #5 and all book spines due December 13th!
     
    12/4 Wednesday
    No warm up
    Writing Final
    "The Fall of the House of Usher" Worksheet
    HW: "The Fall of the House of Usher" Worksheet due Friday! Research/Volunteer Packet due Friday! Book #5 and all book spines due December 13th! All late work due no later than December 13th!
     
    12/5 Thursday
    No warm up
    Writing Final
    "The Fall of the House of Usher" Worksheet
    HW: "The Fall of the House of Usher" Worksheet due Friday! Research/Volunteer Packet due Friday! Book #5 and all book spines due December 13th! All late work due no later than December 13th!
     
    12/6 Friday
    Learning Goal: (CCRS.9-10.RL.4)Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 
     
    4 - Student is able to show advanced understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    3 - Student is able to show on-level understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    2 - Student is able to show basic understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    1 - Student struggles to show understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz; may need more guidance
     
    Warm Up: Feel Good Friday: How are you feeling going into the last 9 days of school? Stressed, excited, busy? How do you cope with stress from semester finals? 6 sentence minimum. 
    Turn in journals to black table once completed!
    "The Fall of the House of Usher" Comprehension Check
    Go over Comprehension Check as a class
    HW: Book #5 and all book spines due December 13th! All late work due no later than December 13th!
     
    12/9 Monday
    Learning Goal: (CCRS.9-10.RL.4)Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 
     
    4 - Student is able to show advanced understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    3 - Student is able to show on-level understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    2 - Student is able to show basic understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz 
    1 - Student struggles to show understanding of figurative and connotative language on "The Fall of the House of Usher" Quiz; may need more guidance
     
    Warm Up: Write one sentence for each root word (on the board)--make sure the sentence uses context clues to show that you know the meaning of the word! 
    Continue going over Comprehension Check as a class
    Punctuation/Comma Review Kahoot (if time)
    HW: Book #5 and all book spines due December 13th! All late work due no later than December 13th!
     
    12/10 Tuesday
    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to demonstrate understanding of various phrases through completion of review packet with no assistance; student is helping others. 
    3 - Student is able to demonstrate understanding of various phrases through completion of review packet with little assistance. 
    2 - Student is able to demonstrate understanding of various phrases through completion of review packet with assistance. 
    1 - Student struggles to demonstrate understanding of various phrases through completion of review packet with no assistance; student may need more guidance. 
     
    Warm Up: Pass back papers and then answer this prompt as your Tuesday journal: Think back to the work you have done this semester of English. What is something you did well on and something you need to improve for next semester? 2 paragraph minimum (5 sentences each). 
    Grammar Review Packet (skip Appositives Part II and Active/Passive Voice sections) 
    HW: Book #5 and all book spines due December 13th! All late work due no later than December 13th!
     
    12/11 Wednesday
    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to demonstrate understanding of various phrases through completion of review packet with no assistance; student is helping others. 
    3 - Student is able to demonstrate understanding of various phrases through completion of review packet with little assistance. 
    2 - Student is able to demonstrate understanding of various phrases through completion of review packet with assistance. 
    1 - Student struggles to demonstrate understanding of various phrases through completion of review packet with no assistance; student may need more guidance. 
     
    Warm Up: Silent Reading/Turn in notebooks
    Vocab Review
    Finals Study Guide
    HW: Book #5 and all book spines due December 13th! All late work due no later than December 13th! Study guide due Tuesday! 
     
    12/12 Thursday
    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to demonstrate understanding of various phrases through completion of review packet with no assistance; student is helping others. 
    3 - Student is able to demonstrate understanding of various phrases through completion of review packet with little assistance. 
    2 - Student is able to demonstrate understanding of various phrases through completion of review packet with assistance. 
    1 - Student struggles to demonstrate understanding of various phrases through completion of review packet with no assistance; student may need more guidance. 
     
    Warm Up: Silent Reading/Turn in notebooks
    Vocab Review
    Finals Study Guide
    HW: Book #5 and all book spines due December 13th! All late work due no later than December 13th! Study guide due Tuesday! 
     
    12/13 Friday
    Learning Goal: (CCRS.9-10.L.4.a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
     
    1 - Student struggles to identify the meaning of a word or phrase based on the context. 
    2 - Student has some difficulty identifying the meaning of a word or phrase based on context. 
    3 - Student can use context clues to correctly discover the meaning of a word of phrase with some help. 
    4 - Student can use context clues to correctly discover the meaning of a word or phrase with no help. 
     
    Warm Up: Turn in ALL Book Spines/Late work to basket! Study for vocab test!
    Quarter 2 Vocab Test
    Continue working on Finals Study Guide
    HW: Study guide due Tuesday! Study for final exams--test on Wednesday (6th) and Thursday (1st)! 
     
    12/16 Monday
    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to demonstrate understanding of various phrases through completion of review packet with no assistance; student is helping others. 
    3 - Student is able to demonstrate understanding of various phrases through completion of review packet with little assistance. 
    2 - Student is able to demonstrate understanding of various phrases through completion of review packet with assistance. 
    1 - Student struggles to demonstrate understanding of various phrases through completion of review packet with no assistance; student may need more guidance. 
     
    Warm Up: Grab your notebook if you didn't on Friday & get out finals review packet
    Continue working on Finals Study Guide
    Go over questions on packet 
    HW: Study guide due tomorrow! Study for final exams--test on Wednesday (6th) and Thursday (1st)! 
     
    12/17 Tuesday
    Learning Goal: (CCRS.9-10.L.1.b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 
     
    4 - Student is able to demonstrate understanding of various phrases through completion of review packet with no assistance; student is helping others. 
    3 - Student is able to demonstrate understanding of various phrases through completion of review packet with little assistance. 
    2 - Student is able to demonstrate understanding of various phrases through completion of review packet with assistance. 
    1 - Student struggles to demonstrate understanding of various phrases through completion of review packet with no assistance; student may need more guidance. 
     
    Warm Up: Get out your study guide for me to check
     
    Go over questions on study guide
    Gimkit Review
    HW: Study for final exams--test on Wednesday (6th) and Thursday (1st)! 
     
    12/18 Wednesday
     
    Warm Up: Find your seat & turn in your study guide
    Place phones in pockets
    Put smart watches & earbuds into backpacks & place backpacks at front of room (behind table)
    Phones/watches/earbuds may only be grabbed AFTER EVERYONE HAS TURNED IN THEIR TEST!
    HW: Have a good break!
     
    12/19 Thursday
     
    Warm Up: Find your seat & turn in your study guide
    Place phones in pockets
    Put smart watches & earbuds into backpacks & place backpacks at front of room (behind table)
    Phones/watches/earbuds may only be grabbed AFTER EVERYONE HAS TURNED IN THEIR TEST!
    HW: Have a good break!