1. September 14 (x), September 15 (y) Do Now: Please write your name at the top of the grammar diagnostic and begin quietly completing it. This will be used to determine where you stand in terms of grammar comprehension, so please complete this to the best of your ability. *When you are finished, please turn the diagnostic over and tell me where you feel you stand in terms of grammar and writing mechanics. You can bullet point areas of strengths and weaknesses. (i.e, strengths: commas, parallelism, sentence variety; weaknesses: introductory clauses, identifying sentence parts, diagramming, etc.) *When both of the above items are complete, please submit to the appropriate slot for your class on the front desk. Wacky Fact of the Day: Everyday, more money is printed for Monopoly sets than for the U.S. Treasury.

2. Today’s Objective and Agenda Students will be able to discuss both verbally and through writing how language has changed over time and what affect that has on humans. Students will be able to use roots to understand the meaning of unknown vocabulary words. 1.Grammar Diagnostic (15 minutes) 2.Introduce Unit I: History and Evolution of Language (3 minutes) 3.Unit I essential question free write (10 minutes) 4.Partner activity: Read Articles/note taking (15 minutes) 5.EQ Whole-class discussion (15 minutes) 6.History of Language Activity (10 minutes) 7.Review Roots (10 minutes) 8.Homework: Root Diagramming

3. Unit I: History and Evolution of Language IB LANGUAGE AND LITERATURE MRS. ADAMS

4. Essential Questions: 1.What is “language” and how has it evolved over time to impact the word in which we live? 2.How do different language types affect us? By the end of this unit, students will be able to: 1.Understand how language has evolved over time by studying the etymology of words, the history of language (including varying forms), and by completing various activities that include analyzing and comparing language variations and shifts. 2.Write in MLA format by emulating MLA formulas prescribed by the teacher. 3.Understand how roots, prefixes, and suffixes work to create the meaning of a word by completing various root exercises and demonstrating their knowledge through root quizzes. 4.Analyze text for meaning by reading The Proust and the Squid and completing discussion questions that will be discussed during Socratic seminars. 5.Complete a research project that will have students research a particular vernacular/dialect and compose this information into both a visual/oral presentation.

5. Activity 1: Free Write (10 minutes) Lang and Lit\Unit I History and Evolution of Language\Unit 1 Essential Questions Note Sheet.doc Lang and Lit\Unit I History and Evolution of Language\Unit 1 Essential Questions Note Sheet.doc Respond to the essential question using the provided quotes and your individual thoughts to guide your thinking. Write in complete well-thought out sentences and be prepared for discussion. EQ: What is language and how has it evolved over time to impact the world/societies in which we live?

6. Activity 2: Articles (15 minutes) With a partner, please read the three articles on the back of your essential question paragraph. Use the QR codes to scan in the articles. If you do not have a QR reader, please grab an iPod from the front of the room. Once you are done with the iPod, please return it to the correct location.

7. Activity 3: Whole-Class Discussion (15 min) Student-Driven Discussion Discussion Leader: Note-taker: 1.What is language? 2.Why is it important? 3.How has it changed over time? 4.How does it impact the world/society in which we live? Words to Know: Language Etymology Linguistics

8. Activity 4: Whole-Class Activity (15 min) Goal: As a class, try to create a timeline of the history of language. You can use descriptions, images, symbols, etc. BE CREATIVE! WORK TOGETHER AS A TEAM! Everyone must have a part in building this timeline. PALEOLITHIC ERAMODERN DAY

9. Roots, Affixes, and Cognates What is a root? Roots: base of the word that determines the word’s origin What is a prefix? Prefix: added to the beginning of the root to help create meaning What is a suffix? Suffix: added to the end of the root to create new words What is a cognate? Cognates: words from different languages that share common roots (ex. giant; gigante) POLYCHROME Using roots, affixes, and cognates along with context clues will help you determine the meaning of an unknown word.

10. Practice: 1. Mark knew he should go to bed. Inexplicably, he couldn’t resist finishing his book. 2. Gina’s hydrophobia made it impossible for her to attend the boat trip. 3. The dog hairs on Han’s notebook gave credence to his excuse that his dog chewed his homework. 4. Brad was shocked at the reporter’s insensitivity. 5. Mallory read the l’historie about the French Revolution.

11. Homework: Lang and Lit\Unit I History and Evolution of Language\Roots Unit I.doc X: Due Wednesday, September 16 th ; Root Quiz Friday, September 18 th Y: Due Thursday, September 17 th, Root Quiz Monday, September 21 st

12. September 16 (x), September 17 (y) Do Now: We are going to be starting our “Daily Grammar Practice” today. In your journal, on a new sheet of paper, please write “Daily Grammar Practice: #1 1” and then write the date beneath that. Then, write the following sentence with a little bit of space around it (see board for example): Identify the parts of speech (see guide) in the following sentence. Please use the abbreviations: edgar allen poe laments the loss of his wife virginia in his poem annabel lee Wacky Fact of the Day:

13. Today’s Objective and Agenda Students will be able to utilize roots and context clues to determine the meaning of unknown words. They will use this information to practice SAT-type questions to prepare them for the test. Students will be able to read for comprehension by analyzing The Proust and the Squid. They will be able to compare this text to class discussions. Students will be able to demonstrate their ability to write an essay; this information will be used to gauge student writing to prepare them for the SOL/SAT writing exams. 1.Do Now: Grammar Exercise (10 minutes) 2.Root Review (20 minutes) 3.Introduce The Proust and the Squid (15 minutes) 4.Finish Writing Diagnostic or read The Proust and the Squid (50 minutes) 5.Homework Review (3 minutes)

14. Roots Review (20 minutes) With your group, first compare your words and add any words that you did not come up with onto the back of your chart. Lang and Lit\Unit I History and Evolution of Language\Roots Unit I.doc Then, complete “Exercise I” on the handout provided. We will share your responses when finished. Reminder: Root/Vocabulary Quiz on Friday (x), Monday (7). You need to know the five roots (all variations), and the Unit I vocabulary words (definitions + roots).

15. The Proust and the Squid: The Story and Science of the Reading Brain By Maryanne Wolf With your group, discuss and analyze the following two quotes by annotating each and taking notes on your discussion guide. “I believe that reading, in its original essence, [is] that fruitful miracle of communication in the midst of solitude.” -Marcel Proust “Learning involves the nurturing of nature.” -Joseph LeDoux Then, explain what the quotes say about “language” and its affect on humans and literature. Also, explain the symbolism and connection with the quote by Proust and a “squid.”

16. Writing Diagnostic Lang and Lit\Unit I History and Evolution of Language\SOL Writing Prompt.doc Please complete the Writing Diagnostic to the best of your ability using the lined paper provided. When you are finished, please submit it to the appropriate bin for your class. **If you do not finish, we will finish: Tuesday, September 22 (x) or Wednesday, September 23 (y)

17. Homework: 1.Root/Vocabulary Quiz: Friday (x), Monday (y) 2.Read Chapter 1 The Proust and the Squid and take notes using the discussion guide. Be prepared for our first P&S circle discussion on Friday.

18. September 18 (x), September 21 (y) Do Now: In your journal on “Daily Grammar Practice 1” please write the date and copy down the same sentence from last class. This time, you are going to use your grammar packet to identify sentence parts: edgar allen poe laments the loss of his wife virginia in his poem annabel lee Wacky Fact of the Day:

19. Today’s Objective and Agenda Students demonstrate their understanding of roots and unknown vocabulary words by taking an SAT/SOL-style vocabulary quiz. Students will be able to demonstrate reading comprehension through discussion. 1.Do Now: Grammar Exercise (10 minutes) 2.The Proust and the Squid Circle Discussion (25 minutes) 3.Root Quiz (30-40 minutes) 4.Etymology: What’s In a Name (Homework)

20. The Proust and the Squid (25 min) First, find your P&S small-group discussioneers based upon the card you drew walking into the class. Once in your group, discuss your Discussion Pt. and be prepared to talk about what it means, what questions you have, what connections you can make to it, etc. during whole-class discussion. Group 1: Discussion pt. 1 Group 2: Discussion pt. 2 Group 3: Discussion pt. 3 Group 4: Discussion pt. 4 Group 5: Discussion pt. 5 Lang and Lit\Unit I History and Evolution of Language\Prous and Squid Discussion Guide.doc

21. Root/Vocabulary Quiz RootsVocabulary Words ag/act; agere/actumcogentresuscitatealacrity cit; cieo/citumexigentsolicitouscelerity turb; turbare/turbatumassayperturb alacr; alacerintransigentturbulent celerinciteturbid Please complete exercises II, III, IV, V, and VI on your “Exercises-Unit One” packet. You may use your responses from exercise I to guide your understanding of the roots. This will count as a quiz grade so please do well. Submit to the appropriate class bin when finished. Then, grab you’re the “What’s In a Name” assignment, read over it, and begin researching your name.

22. Homework: What’s In a Name? Why? Research, Interviewing, MLA format Etymology: Study of words (history/origin) Due in MLA format (typed and printed): September 24 (x), September 25 (y) **MLA template is on Fusion…please use it!

23. September 22 (x), September 23 (y) Do Now: In your journal on “Daily Grammar Practice 1” please the date and copy down the same sentence from last class. This time, you are going to use your grammar packet to identify clauses, sentence type, and purpose. edgar allen poe laments the loss of his wife virginia in his poem annabel lee **Identify the clause/s (and type of clause), the type of sentence, and the sentence’s purpose! Wacky Fact of the Day: The Earth experiences 50,000 Earthquakes per year and is hit by Lightning 100 times a second.

24. Today’s Objective and Agenda Students will be able to trace the history and evolution of language by analyzing translated texts and understanding how translations affect our understanding and cultural beliefs. Students will be able to share their “What’s In a Name” assignments practicing speaking skills. 1.Do Now: Grammar Exercise (10 minutes) 2.Translation Mini-Lesson (15 minutes) 3.Translation Activities (45 minutes) 4.Assign The Proust and the Squid reading assignments 5.Homework Review

25. Journal (10 minutes) How can translation affect language? Consider the earliest language (symbols and gestures) being translated into the spoken word, languages being translated into other languages, and language being translated into more modernized language. Group Share (5 minutes) Whole-Class Share (5 minutes)

26. Primitive Art Task: Explain what is going on in words without communicating with the rest of your group.

27. Group Discussion Compare your writings. Talk about what prompted you to interpret the images in the way that you did. Questions to Answer: 1. How could this be interpreted differently based on the different people viewing the image? 2. What do these drawings/symbols/images reveal about our earliest beginnings? 3. Can we/do we still communicate through the use of symbols/images? Activity: Pull out a piece of paper. Have a conversation with the person across from you without talking or words. Just use symbols/images/pictures.

28. Whole-Class Discussion What happens when we translate language-  language? ◦ Meaning ◦ Beauty/style ◦ Sound Activity: With your group, translate “I love you” into five different languages (culturally, modernized, slang, etc.) Be prepared to share and discuss what happens to the meaning, beauty, and sound of the phrase.

29. Partner Activity What happens when we translate language  modernized language? Activity: Complete the poem translation activity. Be prepared to discuss with the whole-class.

30. Homework: 1.Read your assigned section of Chapter 2 The Proust and the Squid: September 24 (x), September 25 (y) ◦ You do not need to fill out the discussion guide. ◦ Instead, you need to annotate while reading: ◦ Highlighting ◦ Questioning ◦ Arguing ◦ Extending ◦ Connecting 2.Finish your “What’s In a Name” writing assignment: September 24 (x), September 25 (y)

31. September 24 (x), September 25 (y) Do Now: In your journal on “Daily Grammar Practice 1” please place the date and copy down the same sentence from last class. This time, you are going to rewrite the sentence using proper grammar and mechanics. edgar allen poe laments the loss of his wife virginia in his poem annabel lee Wacky Fact of the Day: What is called a “French kiss” in the English speaking world is known as an “English kiss” in France.

32. Today’s Objective and Agenda Students will be able to proofread a sentence by identify errors in grammar and mechanics. Students will be able to discuss how/why translation affects language. Students will be able to orally present their “What’s In a Name?” assignment during a gallery walk. Students will be able to discuss The Proust and the Squid through a jigsaw/whole-class discussion. 1. DGP (5 minutes) 2. Finish Translation Activity (15 minutes) 3. “What’s In a Name” Gallery Walk (10 minutes) 4. P&S Discussion (40 minutes) 5. Review Homework (5 minutes)

33. Partner Activity (continuation from last class) (10-15 minutes) What happens when we translate language  modernized language? Activity: Complete the poem translation activity. Be prepared to discuss with the whole-class. To Finish: 1. With your partner, finish translating the poem into modern English. 2. Compare and contrast the two poems. 3. Then, fold your paper over so you only see the English poem. Try and translate it back into French using an online translator. ◦ Compare and contrast the two stanzas

34. What’s In a Name? Walk around and share your findings with FIVE different people. You will spend about 2 minutes with each person before I say switch! You have to try and remember ONE interesting thing you learned about somebody!

35. The Proust and the Squid Jigsaw and Whole-Class Discussion Masters (10 minutes) First, meet with your group (1-4) and thoroughly discuss your part of the text. You need to be familiar enough with your section to teach it to the other groups. Teachers (10 minutes) Second, meet with one member from each of the other groups and teach each other about your part of the text. Third, after you have thoroughly discussed the text, fill out the discussion guide for Chapter 2. Each GROUP must come up with at least ONE discussion question to ask during the whole-class discussion. WHOLE-CLASS DISCUSSION Discussion Leader (+2)

36. Homework Read Chapter 3 of The Proust and the Squid and complete the discussion guide. **No exceptions this time for not filling out the discussion guide as you read. This will be a homework grade. *Do not forget that you can sign up to retake your vocabulary quiz (must be done by the end of next week). Fill out the form and hand it to me so we can discuss your plan of action.

37. September 28 (x), September 29 (y) Please grab the “Prepositional Phrase” activity. First, read through the front very carefully paying attention to what makes a prepositional phrase. Then, complete the activity on the back. Please be ready to discuss your answers as a class. Wacky Fact of the Day:

38. Today’s Objective and Agenda Students will be able to define and identify prepositional phrases within a sentence. Students will be able to understand how/why the English language progressed by watching “A Light History of the English Language.” 1. DGP: Prepositional Phrases (10-15 minutes) 2. Evolution of the English Language Activity (5 minutes) 3. “A Light History of the Evolution of Language” video (40 minutes) 4. Evolution of the English Language Activity Reapproached (5 minutes) 5. Small-Group Discussion The Proust and the Squid (5 minutes) 6. Introduce Final Assessment (5 minutes)

39. Prepositional Phrases Prepositinal Phrases.pdf

40. Evolution of English Language

41. “A Light History of the English Language” https://www.youtube.com/watch?v=LRJxbjNiM3A *Please complete the viewing guide as we watch the video.

42. Evolution of English Language

43. The Proust and the Squid (5 minutes) Discuss Chapter 3 of The Proust and the Squid with your group.

44. Homework 1. Decide who you want to work with on the final assessment; or, you can work individually. 2. Decide which dialect/vernacular you want to research. Come up with two or three in case yours gets taken. We will have sign ups next class. I will post the sign ups at 7 am and it is a first-come- first-serve basis. **Next class, we will talk about slang so be ready to….slang out!

45. September 30 (x), October 5 (y) Please complete the activity on “Independent vs. Dependent Clauses.” First, read through the front page of notes. Highlight important information that will help you to remember the difference between the two different types of clauses. Then, complete the activities. Be ready to discuss as a class. Wacky Fact of the Day:

46. Today’s Objectives and Agenda Students will be able to define and identify both independent and dependent clauses. Students will be able to discuss how slang both shapes and affects culture through activity and discussion. 1. DGP (10-15) 2. Introduction to Slang; Discussion (10) 3. Slanging Out (10) 4. Etymology of Slang (15) 5. Review Project—sign up and begin outlining your work (remainder of class)

47. Independent vs. Dependent Clauses http://www.cnm.edu/depts/tutoring/tlc/res/AccuPlacer_English/264-Indep_DepClauses-C.pdf Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.

48. Partner Discussion With a partner, discuss and write down (in your journal) some discussion points to the following questions. Please be ready to discuss. 1. What is slang? 2. What role does slang play in our language? 3. How does slang both shape and reflect culture?

49. Let’s Slang Out! Task: Investigate your twitter, Facebook, text messages, emails, Instagram, Snapchat, etc. and create a poster of all of the slang words that you find.

50. Activity With a partner, have a conversation completely using slang. Do you think it is possible that our language can/will exist using solely slang language? How did you feel only speaking slang words?

51. Discussion Should any of these words enter the Oxford dictionary? Why? Why not?

52. Slang Etymology Task: Choose one of the words from your slang poster. Trace the etymology of the word by finding: 1. All denotations (dictionary definitions) from across time. 2. Any connotations (how else can the word be used) 3. Context/Pop Culture uses Create a notecard of your information.

53. Crib.

54. Regional Slang

55. Final Assessment Project 1. Make sure you have signed up for a dialect/vernacular. 2. Get with your partner/self and outline your plan of action. You will have the library for the entire block tomorrow but that is the only in-class time to work on this. 3. I will conference with you all on Monday. Presentations will be pushed to next Friday! I will not be here next Wednesday because I have a fieldtrip. We will complete all presentations in one day.

56. October 6 (x), October 7 (y) Today is timed writing day! Woot woot! Please grab a yellow and pink highlighter (or two other colors and change your key on your clauses/phrases paper in a way that works for you)! Read through the paragraph and identify the independent clauses, dependent clauses, and prepositional phrases. Please be sure to read the directions on the paper! Identifying Clauses and Phrases.docx Wacky Fact of the Day:

57. Today’s Objective and Agenda Students will be able to identify clauses and phrases in a paragraph to prepare them for their SAT/SOL. Students will be able to assess understanding and demonstrate knowledge through a timed writing. Agenda: 1. DGP: Identifying Clauses and Phrases 2. Discuss 3. Timed Writing ◦ Addressing a prompt ◦ Writing an Outline ◦ Timed Writing: Constructive Responses

58. Timed Writing. Step 1: Read and break down your prompt. What is it asking of you? Create an answer/idea that will serve as a roadmap for the rest of your response. Step 2: Create an outline of information you want to include in your writing. How will you start? What will your evidence be? How will you end? (15 minutes) Step 3: Timed writing. Write a strong, cohesive constructive response that utilizes in-text citations/support to back up your point. (40 minutes)

59. Homework. Finish your final project. Presentations will be on Friday. We will have food and drinks.

60. October 8 (x), October 9 (y) Daily Grammar Practice (on a piece of scratch paper) With a small group of about three to four people sitting around you, please see if you can arrange the clauses and sentence parts together to form the main SIX WAYS TO COMBINE CLAUSES EFFECTIVELY! Wacky Fact of the Day: Gustave Eiffel, designer of the Eiffel Tower, enjoyed a successful career as an architect despite having dyslexia and a paralyzing fear of heights.

61. Combining Clauses Clause Combination Smartnotebook activity.notebook

62. Presentations Please listen intently as each group presents. Fill in the accompanying chart.

63. Homework. Relax. Enjoy your three-day weekend.