1. Do Now: Pick up both handouts from the bookcase On the back of the PACKET, finish the following sentence: Reading is important because… Do Now: Pick up both handouts from the bookcase On the back of the PACKET, finish the following sentence: Reading is important because… Objectives: To demonstrate what you know about analyzing literature To indicate whether or not you could choose the right “Frequently Confused Word” on your own Objectives: To demonstrate what you know about analyzing literature To indicate whether or not you could choose the right “Frequently Confused Word” on your own Agenda: Frequently confused words What do you know about reading? Meme share Groups of 3/Exit ticket turn-in Agenda: Frequently confused words What do you know about reading? Meme share Groups of 3/Exit ticket turn-in Periods 1,3,4,7,8 Monday, September 8, 2014

2. Do Now: Get an ipad or computer from the cart Sign on Go to www.socrative.com www.socrative.com Get out your journal Do Now: Get an ipad or computer from the cart Sign on Go to www.socrative.com www.socrative.com Get out your journal Objectives: To define justice and be able to identify examples of justice and injustice in your own lives To distinguish the difference between the concepts of justice and fairness. Objectives: To define justice and be able to identify examples of justice and injustice in your own lives To distinguish the difference between the concepts of justice and fairness. Agenda: Socrative (10mins) Journal set-up (5 mins) Justice Introduction (25 mins) Exit ticket (5 mins) Agenda: Socrative (10mins) Journal set-up (5 mins) Justice Introduction (25 mins) Exit ticket (5 mins) Periods 1,3,4,7,8 Tuesday, September 9, 2014

3. In your READING section… What exactly happened during this activity? At what point did it become evident that certain participants were being treated unfairly? What were the reactions of the participants during the activity? What exactly happened during this activity? At what point did it become evident that certain participants were being treated unfairly? What were the reactions of the participants during the activity?

4. Exit ticket: In your groups: 1)Define “justice” together 2)Write it in the “define justice” circle on your concept map. 3)BE PREPARED TO SHARE TOMORROW. In your groups: 1)Define “justice” together 2)Write it in the “define justice” circle on your concept map. 3)BE PREPARED TO SHARE TOMORROW.

5. Do Now: Get out your purple handout from yesterday Two people from each group get a dictionary As a group, work to complete the concept map YOU NEED YOUR JOURNAL TODAY. Do Now: Get out your purple handout from yesterday Two people from each group get a dictionary As a group, work to complete the concept map YOU NEED YOUR JOURNAL TODAY. Objectives: Determine how specific events influence the work of a writer. Use imagery to create pictures in a reader's mind. Objectives: Determine how specific events influence the work of a writer. Use imagery to create pictures in a reader's mind. Agenda: Defining justice Edgar Allan Poe video/notes Imagery mini lesson Exit ticket Agenda: Defining justice Edgar Allan Poe video/notes Imagery mini lesson Exit ticket Periods 1, 3, 4, 7, 8 Wednesday, September 10, 2014

6. Justice Unbiased conduct, management, or treatment The quality of being fair or just Beginning in morality, the right, or the law

7. While watching… Please write 10-15 interesting facts in your journal Be prepared to share

8. Poe and Imagery Edgar Allan Poe masters the art of language and imagery to create a specific mood, designed to frighten or disturb the reader. imagery

9. Imagery Imagery means to use figurative language to represent objects, actions and ideas in such a way that it appeals to our physical senses. Author uses words and phrases to create “mental images” for the reader.

10. Example – The baseball player argued with the umpire. – The ace pitcher hurled his glove at the mound, then spit words at the man behind the plate.

11. Exit ticket- You try: The basement floor was flooded The toddler was angry. The cars crashed. I ate the chocolate doughnut. The painting was an antique.

12. Do Now: Get a handout In your groups: Discuss imagery: What is it? Why do authors use imagery? Share your sentence from yesterday Do Now: Get a handout In your groups: Discuss imagery: What is it? Why do authors use imagery? Share your sentence from yesterday Objectives: 1.Determine or clarify the meaning of unknown words 2.Analyze how differences in the points of view create suspense 3.Discuss how specific events in one’s life influence them as a writer. Objectives: 1.Determine or clarify the meaning of unknown words 2.Analyze how differences in the points of view create suspense 3.Discuss how specific events in one’s life influence them as a writer. Agenda: Imagery recap Poe Webquest Exit ticket Agenda: Imagery recap Poe Webquest Exit ticket Periods 1,4,7 Thursday, September 11, 2014

13. WEBQUEST DIRECTIONS When you get to a section, READ THE DIRECTIONS before you begin. If there is a RAVEN beside a question, you will not find the answer on the website; you must provide your own thoughts and analysis to answer. THERE ARE THREE SECTIONS. On the website, you will find the answers to these questions under the appropriate section – Section 1: Poe the Person – Section 2: Poe the Writer – Section 3: Poe the Writer When you get to a section, READ THE DIRECTIONS before you begin. If there is a RAVEN beside a question, you will not find the answer on the website; you must provide your own thoughts and analysis to answer. THERE ARE THREE SECTIONS. On the website, you will find the answers to these questions under the appropriate section – Section 1: Poe the Person – Section 2: Poe the Writer – Section 3: Poe the Writer

14. Do Now: Get a handout In your groups: Discuss imagery: What is it? Why do authors use imagery? Share your sentence from yesterday Do Now: Get a handout In your groups: Discuss imagery: What is it? Why do authors use imagery? Share your sentence from yesterday Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: Imagery recap Tales of Edgar Allan Poe Exit ticket Agenda: Imagery recap Tales of Edgar Allan Poe Exit ticket Periods 3, 8 Thursday, September 11, 2014

15. Do Now: Get out your “Tales of Edgar Allan Poems” Get out your “What you already know about reading” handout from earlier this week Work on the handout until further directions Do Now: Get out your “Tales of Edgar Allan Poems” Get out your “What you already know about reading” handout from earlier this week Work on the handout until further directions Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: Tales of Edgar Allan Poe Share what you know with the class Exit ticket Agenda: Tales of Edgar Allan Poe Share what you know with the class Exit ticket Periods 3, 8 Friday, September 12, 2014

16. Do Now: Get out your Webquest Get out your “What you already know about reading” handout from earlier this week Work on the handout until further directions Do Now: Get out your Webquest Get out your “What you already know about reading” handout from earlier this week Work on the handout until further directions Objectives: 1.Determine or clarify the meaning of unknown words 2.Analyze how differences in the points of view create suspense 3.Discuss how specific events in one’s life influence them as a writer. Objectives: 1.Determine or clarify the meaning of unknown words 2.Analyze how differences in the points of view create suspense 3.Discuss how specific events in one’s life influence them as a writer. Agenda: Finish and turn-in Poe Webquest Begin “The Tell-Tale Heart” Exit ticket Agenda: Finish and turn-in Poe Webquest Begin “The Tell-Tale Heart” Exit ticket Periods 1,4,7 Friday, September 12, 2014

17. Fun Fact Friday Nomophobia is the fear of being without a mobile device

18. Reading Selfies NEEDED I need some selfies of students reading for the bulletin board! Take one E-mail it to me – ewallen@ojrsd.com ewallen@ojrsd.com I need some selfies of students reading for the bulletin board! Take one E-mail it to me – ewallen@ojrsd.com ewallen@ojrsd.com

19. When finished… In your READING journal, answer the following prompts: 1.Explain a time when you felt guilty. 2.How do different people deal with guilt in different ways? Explain. 3.What are the effects of guilt on one’s conscience? 4.See me when you are finished! In your READING journal, answer the following prompts: 1.Explain a time when you felt guilty. 2.How do different people deal with guilt in different ways? Explain. 3.What are the effects of guilt on one’s conscience? 4.See me when you are finished!

20. Journal Prompt: Based on your reading, what conclusions can you draw about the motives of the character(s) in this story? What seems to be driving their actions? How do you know?

21. Exit ticket How do specific events in one’s life influence them as a writer? Post below.

22. Do Now: Pick up both handouts Get out your journal In the reading section, please do the following Do Now: Pick up both handouts Get out your journal In the reading section, please do the following Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Analyze the impact of specific word choices on meaning, tone, and mood Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Analyze the impact of specific word choices on meaning, tone, and mood Agenda: Mood vs. Tone mini-lesson “The Tell-Tale Heart’’ Small group discussions Agenda: Mood vs. Tone mini-lesson “The Tell-Tale Heart’’ Small group discussions Periods 1,4,7 Monday, September 15, 2014 MOODTONE

23. While you watch, take notes! https://www.youtube.com/watch?v=C3TZGZn 5VwA https://www.youtube.com/watch?v=C3TZGZn 5VwA MOODTONE

24. “The Tell-Tale Heart” By Edgar Allan Poe Published January 1843 Gothic fiction: – include terror (both psychological and physical), mystery, the supernatural, ghosts, haunted houses and Gothic architecture, castles, darkness, death, madness, secrets, etc. By Edgar Allan Poe Published January 1843 Gothic fiction: – include terror (both psychological and physical), mystery, the supernatural, ghosts, haunted houses and Gothic architecture, castles, darkness, death, madness, secrets, etc.

25. MOOD/TONE- Group Discussion 1.What sound drives the narrator to confess to the crime? What do you think causes his paranoia? 2.Give two direct and specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story. 3.Give one example where the author uses punctuation or repeated words or phrases in a sentence to enhance the tone of the story. Describe the tone. 1.What sound drives the narrator to confess to the crime? What do you think causes his paranoia? 2.Give two direct and specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story. 3.Give one example where the author uses punctuation or repeated words or phrases in a sentence to enhance the tone of the story. Describe the tone.

26. Do Now: Pick-up a handout Sit with your group Log on Wait quietly for further directions Do Now: Pick-up a handout Sit with your group Log on Wait quietly for further directions Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: Tales of Edgar Allan Poe Begin presentation prep if finished Agenda: Tales of Edgar Allan Poe Begin presentation prep if finished Periods 3, 8 Monday, September 15, 2014

27. Do Now: 1.Get out your journal 2.Get out “The Tell-Tale Heart” 3.Get out your vocab words 4.Record today’s assignment in your agenda. Do Now: 1.Get out your journal 2.Get out “The Tell-Tale Heart” 3.Get out your vocab words 4.Record today’s assignment in your agenda. Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Analyze the impact of specific word choices on meaning, tone, and mood Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Analyze the impact of specific word choices on meaning, tone, and mood Agenda: Journal prompt Group discussions Guilty vs. Insane Agenda: Journal prompt Group discussions Guilty vs. Insane Periods 1,4,7 Tuesday, September 16, 2014

28. For Friday: Use your vocabulary words in sentences. USE THE DEFINITIONS GIVEN TO YOU TO HELP YOU. There WILL be a journal check on FRIDAY. You will receive a rubric tomorrow. Use your vocabulary words in sentences. USE THE DEFINITIONS GIVEN TO YOU TO HELP YOU. There WILL be a journal check on FRIDAY. You will receive a rubric tomorrow.

29. Journal prompts/Group Discussion 1.What sound drives the narrator to confess to the crime? What do you think causes his paranoia? 2.Give two direct and specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story. 3.Give one example where the author uses punctuation or repeated words or phrases in a sentence to enhance the tone of the story. Describe the tone. 1.What sound drives the narrator to confess to the crime? What do you think causes his paranoia? 2.Give two direct and specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story. 3.Give one example where the author uses punctuation or repeated words or phrases in a sentence to enhance the tone of the story. Describe the tone.

30. Today’s Group Work: On your chart paper: – Do you believe he is guilty and should be put in jail OR do you believe he is insane and should be put in a mental hospital? – Claim: What do you believe? – Counterclaim: The other side – Three pieces of evidence from the story – Include direct quotes AND explanation On your chart paper: – Do you believe he is guilty and should be put in jail OR do you believe he is insane and should be put in a mental hospital? – Claim: What do you believe? – Counterclaim: The other side – Three pieces of evidence from the story – Include direct quotes AND explanation

31. CLAIM COUNTERCLAIM EVIDENCE-- 3 QUOTESEVIDENCE-- 3 EXPLANATIONS

32. Counterclaim A claim that contradicts your claim. For example, if your claim says, “Everyone should eat chocolate ice cream,” Then your counterclaim might be, “Some people are allergic to chocolate.” A claim that contradicts your claim. For example, if your claim says, “Everyone should eat chocolate ice cream,” Then your counterclaim might be, “Some people are allergic to chocolate.”

33. Explain your counterclaim The more “real” you make the opposing position, the more “right” you will seem when you disprove it. – For example, “People who are allergic will want to avoid eating chocolate ice cream.” Write one or two sentences elaborating on your counterclaim The more “real” you make the opposing position, the more “right” you will seem when you disprove it. – For example, “People who are allergic will want to avoid eating chocolate ice cream.” Write one or two sentences elaborating on your counterclaim

34. Do Now: Log on With your group, discuss your presentation ideas Share your GOOGLE DOC if you haven’t already. Do Now: Log on With your group, discuss your presentation ideas Share your GOOGLE DOC if you haven’t already. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: Wrap-up Tales of Edgar Allan Poem Presentation preparation Agenda: Wrap-up Tales of Edgar Allan Poem Presentation preparation Periods 3, 8 Tuesday, September 16, 2014

35. Do Now: 1.Pick up a handout 2.Get out your journal 3.Get out “The Tell-Tale Heart” 4.Get out your vocab words Do Now: 1.Pick up a handout 2.Get out your journal 3.Get out “The Tell-Tale Heart” 4.Get out your vocab words Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Determine or clarify the meaning of unknown words Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Determine or clarify the meaning of unknown words Agenda: Journal check rubric Vocabulary Guilty/Insane poster Agenda: Journal check rubric Vocabulary Guilty/Insane poster Periods 1,4,7 Wednesday, September 17, 2014

36. 1.Foresight: Thoughtful regard for the future 2.Dissimulation: Hidden under a false appearance 3.Vexed: Troubled, distressed, caused agitation 4.Sagacity: Sound judgment 5.Hearkening: Giving careful attention 6.Awe: A mixed feeling of reverence, fear, and wonder 7.Distinctness: Unmistakable, clearly defined 8.Over-acuteness: Very keen 1.Foresight: Thoughtful regard for the future 2.Dissimulation: Hidden under a false appearance 3.Vexed: Troubled, distressed, caused agitation 4.Sagacity: Sound judgment 5.Hearkening: Giving careful attention 6.Awe: A mixed feeling of reverence, fear, and wonder 7.Distinctness: Unmistakable, clearly defined 8.Over-acuteness: Very keen Vocabulary- Day 1

37. Do Now: Log on With your group, discuss your presentation ideas Share your GOOGLE DOC if you haven’t already. Do Now: Log on With your group, discuss your presentation ideas Share your GOOGLE DOC if you haven’t already. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: Wrap-up Tales of Edgar Allan Poems Presentation preparation Agenda: Wrap-up Tales of Edgar Allan Poems Presentation preparation Periods 3, 8 Wednesday, September 17, 2014

38. Do Now: 1.Get out your journal 2.Get out “The Tell-Tale Heart” 3.Get out your vocab words Do Now: 1.Get out your journal 2.Get out “The Tell-Tale Heart” 3.Get out your vocab words Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Determine or clarify the meaning of unknown words Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Determine or clarify the meaning of unknown words Agenda: Vocabulary Day 2 Guilty/Insane poster debate Poe articles Agenda: Vocabulary Day 2 Guilty/Insane poster debate Poe articles Periods 1,4,7 Thursday, September 18, 2014

39. Day 2 1.Waned: To grow gradually less 2.Scantlings: Small quantities or amounts 3.Suavity: Gracefulness, politeness 4.Bade: Urged, compelled 5.Audacity: Bold courage, daring 6.Reposed: To lay at rest 7.Derision: Contempt, ridicule 8.Concealment: A means of hiding 1.Waned: To grow gradually less 2.Scantlings: Small quantities or amounts 3.Suavity: Gracefulness, politeness 4.Bade: Urged, compelled 5.Audacity: Bold courage, daring 6.Reposed: To lay at rest 7.Derision: Contempt, ridicule 8.Concealment: A means of hiding

40. Do Now: Pick up both handouts In the reading section of your journal, answer the following questions: 1.How do different people deal with guilt in different ways? Explain. 2.What are the effects of guilt on one’s conscience? Do Now: Pick up both handouts In the reading section of your journal, answer the following questions: 1.How do different people deal with guilt in different ways? Explain. 2.What are the effects of guilt on one’s conscience? Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions Edgar Allan Poe reveals in his writing. Agenda: And Then There Were None introduction Distribute books Presentations Agenda: And Then There Were None introduction Distribute books Presentations Periods 3, 8 Thursday, September 18, 2014

41. ATTWN Sections/Due Dates Section 1: Chapters 1-4 Due: 9/26 Section 2: Chapters 5-8 Due: 10/3 Section 3: Chapters 9-12 Due: 10/10 Section 4: Chapters 13-16 Due: 10/17

42. Double Entry journal While you read, keep a double-entry journal of events in the text that relate to the idea of justice: Event/Quote and PAGE number Comment or Reaction

43. Do Now: 1.Pick up a handout 2.Get out your copy of “The Tell-Tale Heart” 3.With a partner: Find and highlight 2 lines where Poe uses IMAGERY in “The Tell- Tale Heart.” Do Now: 1.Pick up a handout 2.Get out your copy of “The Tell-Tale Heart” 3.With a partner: Find and highlight 2 lines where Poe uses IMAGERY in “The Tell- Tale Heart.” Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Compare and contrast the structure and style of two texts. Objectives: 1.Cite the textual evidence that supports an analysis of what the text says 2.Compare and contrast the structure and style of two texts. Agenda: Guilty/Insane poster debate (periods 1/7) Poe articles Journal check Agenda: Guilty/Insane poster debate (periods 1/7) Poe articles Journal check Periods 1,4,7 Friday, September 19, 2014

44. Fun Fact Friday Did you know… – a duck can't walk without bobbing its head Did you know… – a duck can't walk without bobbing its head

45. 1.Read the first article silently 2.SKETCH what the author helped you to see. Do you best to use labels and show details learned in the article. 3.Do the same thing for the newspaper article on the back. 4.Complete the last page of the packet 1.Read the first article silently 2.SKETCH what the author helped you to see. Do you best to use labels and show details learned in the article. 3.Do the same thing for the newspaper article on the back. 4.Complete the last page of the packet Independent work time for Friday 9/19

46. Do Now: Get a novel from the bin Sit with your group Discuss your presentation for today Do Now: Get a novel from the bin Sit with your group Discuss your presentation for today Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions authors reveal in their writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions authors reveal in their writing. Agenda: Distribute books Presentations Time to read Agenda: Distribute books Presentations Time to read Periods 3, 8 Friday, September 19, 2014

47. Do Now: 1.Get out your POE articles from Friday 2.Begin working quietly on your sketches and paragraph Do Now: 1.Get out your POE articles from Friday 2.Begin working quietly on your sketches and paragraph Objectives: 1.Compare and contrast the structure and style of two texts. 2.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Objectives: 1.Compare and contrast the structure and style of two texts. 2.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Agenda: Debate (Period 7) Poe articles (10mins) “The Cask…” and dialogue Agenda: Debate (Period 7) Poe articles (10mins) “The Cask…” and dialogue Periods 1,4,7 Monday, September 22, 2014

48. The Cask of Amontillado http://education-portal.com/academy/lesson/poes- the-cask-of-amontillado-summary-and- analysis.html#lesson https://www.youtube.com/watch?v=ZsqCXXyzlUM – Until 2:50 – Revenge – 50 years later

49. DIALOGUE CAN… Reveal aspects of characters (show the reader something important about characters) Propel the action (move the action forward) Provoke a decision Dialogue: conversation between two or more people as a feature of a book, play, or movie

50. Do Now: Pick up a handout from the bookcase Get out your novel Tape handout into the READING section of your journal Do Now: Pick up a handout from the bookcase Get out your novel Tape handout into the READING section of your journal Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions authors reveal in their writing. Objectives: Summarize basic elements using textual evidence (Plot, characters, setting, perspective) Identify the emotions authors reveal in their writing. Agenda: Presentations Time to read Double-entry journal Agenda: Presentations Time to read Double-entry journal Periods 3, 8 Monday, September 22, 2014

51. Do Now: 1.Get out your dialogue chart 2.Get out “The Cask of Amontillado…” 3.In the reading section of your journal: Write today’s objective at the top of the next clean page Do Now: 1.Get out your dialogue chart 2.Get out “The Cask of Amontillado…” 3.In the reading section of your journal: Write today’s objective at the top of the next clean page Objectives: 1.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Objectives: 1.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Agenda: 7 minute journal write “The Cask…” and dialogue Exit ticket Agenda: 7 minute journal write “The Cask…” and dialogue Exit ticket Periods 1,4 Tuesday, September 23, 2014

52. Do Now: Pick up both handouts from the bookcase In the reading section of your journal: Write today’s objective at the top of the next clean page. Do Now: Pick up both handouts from the bookcase In the reading section of your journal: Write today’s objective at the top of the next clean page. Objectives: 1.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Objectives: 1.Analyze how lines of dialogue in a story propel the action, reveal aspects of a character, or provoke a decision. Agenda: -Finish presentations -Dialogue -“The Cask of Amontillado” -7 minute journal write Agenda: -Finish presentations -Dialogue -“The Cask of Amontillado” -7 minute journal write Periods 3, 8 Tuesday, September 23, 2014

53. Do Now: What is it about Montresor that makes him an especially effective enemy to Fortunato? Give an example from a book you’ve read or a film/T.V. show you’ve seen in which this type of villain exists. Do Now: What is it about Montresor that makes him an especially effective enemy to Fortunato? Give an example from a book you’ve read or a film/T.V. show you’ve seen in which this type of villain exists. Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Agenda: Wrap-up the “The Cask…” and dialogue Commonly confused words Agenda: Wrap-up the “The Cask…” and dialogue Commonly confused words Periods 1,3,4,7,8 Wednesday, September 24, 2014

54. Do Now: 1.Sit with your partner from yesterday 2.Get out your sketch 3.Continue working quietly Do Now: 1.Sit with your partner from yesterday 2.Get out your sketch 3.Continue working quietly Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Agenda: Frequently Confused Words posters Present Exit ticket Agenda: Frequently Confused Words posters Present Exit ticket Periods 1,4 Thursday, September 25, 2014

55. Do Now: 1.Get out your journal 2.In the WRITING SECTION: -Read the letter on the board -Make a list of words used incorrectly Do Now: 1.Get out your journal 2.In the WRITING SECTION: -Read the letter on the board -Make a list of words used incorrectly Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Agenda: Warm-up Frequently Confused Words posters Present Agenda: Warm-up Frequently Confused Words posters Present Period 7 Thursday, September 25, 2014

56. Do Now: 1.Get out your journal 2.Get out your novel 3.Begin reading quietly or working on your double-entry journal/vocab Do Now: 1.Get out your journal 2.Get out your novel 3.Begin reading quietly or working on your double-entry journal/vocab Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Agenda: Socratic Seminar introduction Time to read/work Questions for seminar Agenda: Socratic Seminar introduction Time to read/work Questions for seminar Periods 3,8 Thursday, September 25, 2014

57. Honors: Period 3: presentations Period 8: journal write Thick vs. Thin mini-lesson Read Complete double-entry journal Start working on questions for Socratic Seminar thick – 3-5 open-ended, thick questions Period 3: presentations Period 8: journal write Thick vs. Thin mini-lesson Read Complete double-entry journal Start working on questions for Socratic Seminar thick – 3-5 open-ended, thick questions

58. Montresor acts as judge, jury, and executioner of Fortunato. Is there any crime/offense that Fortunato could have accidentally committed that would make Montresor’s rage seem reasonable to you? Do you think individuals are ever justified in taking justice into their own hands? Explain your thoughts. Period 8: 7 minute journal write : Period 8: 7 minute journal write :

59. Do Now: 1.Get out your journal 2.Look over your vocabulary sentences 3.Begin brainstorming some ideas for your vocab paragraph Do Now: 1.Get out your journal 2.Look over your vocabulary sentences 3.Begin brainstorming some ideas for your vocab paragraph Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Objectives: Determine the meaning of frequently confused words, by analyzing meaningful word parts, and consulting reference materials. Agenda: Vocab review Vocab paragraph Prepare/Presentations Exit ticket Agenda: Vocab review Vocab paragraph Prepare/Presentations Exit ticket Periods 1,4,7 Friday, September 26, 2014

60. Directions Use 5 of your vocabulary words in a paragraph YOU choose what you want your paragraph to be about– make sure it is appropriate Be sure to underline your words When you finish, draw a picture on the back of what you are doing this weekend Good Luck!

61. Do Now: 1.Get out your journal 2.Get out your novel 3.Write 3-5 THICK questions in your journal to prepare for today’s seminar Do Now: 1.Get out your journal 2.Get out your novel 3.Write 3-5 THICK questions in your journal to prepare for today’s seminar Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Agenda: Socratic Seminar introduction Seminar Exit ticket Agenda: Socratic Seminar introduction Seminar Exit ticket Periods 3,8 Friday, September 26, 2014

62. The Basics Student-led and student-assessed discussion. Socrates? Who!? http://www.biography.com/people/socrates-9488126 Student-led and student-assessed discussion. Socrates? Who!? http://www.biography.com/people/socrates-9488126

63. Seminar Format Ten-minute discussion Five-minute coaching session Five-minute wrap-up. Reminders to inner circle: Use rubric as a guide. Provide fact-based evidence for responses. Reminders to coaches: Be keen observers. Provide useful information. Reminders to everyone: Professional interaction with peers. Always. Agree to disagree. Disagree with ideas without attacking the speaker. Ten-minute discussion Five-minute coaching session Five-minute wrap-up. Reminders to inner circle: Use rubric as a guide. Provide fact-based evidence for responses. Reminders to coaches: Be keen observers. Provide useful information. Reminders to everyone: Professional interaction with peers. Always. Agree to disagree. Disagree with ideas without attacking the speaker.

64. Socratic Seminar Don’t raise hands Listen carefully Address one another respectfully Base any opinions on fact-based evidence Address comments to the group (no side conversations) Use sensitivity to take turns and not interrupt others Monitor ‘air time’ Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence Don’t raise hands Listen carefully Address one another respectfully Base any opinions on fact-based evidence Address comments to the group (no side conversations) Use sensitivity to take turns and not interrupt others Monitor ‘air time’ Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence

65. Socratic Seminar: Getting Started Select a partner. Decide who will coach first and who will discuss first. Gather your research, articles, and notes. Begin reviewing the two rubrics. Brainstorm together a series of open-ended, thought-provoking questions you can use to participate in the seminar. Select a partner. Decide who will coach first and who will discuss first. Gather your research, articles, and notes. Begin reviewing the two rubrics. Brainstorm together a series of open-ended, thought-provoking questions you can use to participate in the seminar.

66. Assessment PARTICIPANT COACH During seminar, focus on the discussion. After seminar, complete the assessment of the coach, located on the back of the Coaching Notes. During seminar, complete Coaching Notes. After seminar, complete the Socratic Seminar Scoring Guide for your partner.

67. Do Now: In your reading section… 1.What is point of view? 2.If possible, provide examples Do Now: In your reading section… 1.What is point of view? 2.If possible, provide examples Objectives: Determine the meaning of frequently confused words Explain how difference in point of view creates a certain mood in the story Objectives: Determine the meaning of frequently confused words Explain how difference in point of view creates a certain mood in the story Agenda: Presentations/notes Point of view mini-lesson Exit ticket Agenda: Presentations/notes Point of view mini-lesson Exit ticket Periods 1,4,7 Monday, September 29, 2014

68. https://www.youtube.com/watch?v=hWMecl uFs60 https://www.youtube.com/watch?v=hWMecl uFs60

69. 1,4,7: Exit ticket- 9/24 Which set of words was the hardest for you to understand the differences? Which was the easiest? Why?

70. Do Now: With your partner… 1.Review the two rubrics. 2.Brainstorm together a series of open-ended, thought-provoking questions you can use to participate in the seminar. Do Now: With your partner… 1.Review the two rubrics. 2.Brainstorm together a series of open-ended, thought-provoking questions you can use to participate in the seminar. Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Objectives: Discuss justice and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Agenda: Socratic Seminar introduction Seminar Exit ticket Agenda: Socratic Seminar introduction Seminar Exit ticket Periods 3,8 Monday, September 29, 2014

71. Do Now: Turn and Talk… 1.What is point of view? 2.If possible, provide examples Do Now: Turn and Talk… 1.What is point of view? 2.If possible, provide examples Objectives: Explain how difference in point of view creates a certain mood in the story Objectives: Explain how difference in point of view creates a certain mood in the story Agenda: Seminar wrap-up Point of view mini-lesson Exit ticket Agenda: Seminar wrap-up Point of view mini-lesson Exit ticket Periods 3,8 Tuesday, September 30, 2014

72. Periods 3,8: Exit Ticket How would you rate today’s seminar? Pick one. Excellent (Everyone participated, listened, had good ideas, did not interrupt.) Good (Generally, everyone participated but the seminar could have better ideas and behavior.) Fair (Side talk, interruptions, students distracted, lack of participation) Poor (Lots of side talk, interruptions, and rude behavior.) How would you rate today’s seminar? Pick one. Excellent (Everyone participated, listened, had good ideas, did not interrupt.) Good (Generally, everyone participated but the seminar could have better ideas and behavior.) Fair (Side talk, interruptions, students distracted, lack of participation) Poor (Lots of side talk, interruptions, and rude behavior.)

73. Do Now: 1.Pick up a card from the bookcase 2.Find the person with the ANTONYM (If I have GOOD… I need to find BAD) 3.Sit with that person Do Now: 1.Pick up a card from the bookcase 2.Find the person with the ANTONYM (If I have GOOD… I need to find BAD) 3.Sit with that person Objectives: Explain how difference in point of view creates a certain mood in the story Objectives: Explain how difference in point of view creates a certain mood in the story Agenda: Point of view group work Point of view video Exit ticket Agenda: Point of view group work Point of view video Exit ticket Periods 1,4,7 Tuesday, September 30, 2014

74. Do Now: 1.Pick up a handout from the bookcase 2.In the reading section of your journal… How does point of view create a certain mood in the story? Do Now: 1.Pick up a handout from the bookcase 2.In the reading section of your journal… How does point of view create a certain mood in the story? Objectives: Explain how difference in point of view creates a certain mood in the story Objectives: Explain how difference in point of view creates a certain mood in the story Agenda: Point of view group work Point of view video and handout Exit ticket Agenda: Point of view group work Point of view video and handout Exit ticket Periods 1,3,4,7,8 Wednesday, October 1 st, 2014

75. Exit ticket- Periods 1,4,7 Select one event in which one character from a Poe short story – or the reader– knew something that another character did not know. Explain what the character or reader knew. Who in the story did not know this same information? Explain how this difference in point of view creates a certain mood in the story (suspense, humor, etc.) Select one event in which one character from a Poe short story – or the reader– knew something that another character did not know. Explain what the character or reader knew. Who in the story did not know this same information? Explain how this difference in point of view creates a certain mood in the story (suspense, humor, etc.)

76. Do Now: 1.In your READING journal… What common diseases or addictions are people afraid of today? How do people try to protect themselves from these things? Do Now: 1.In your READING journal… What common diseases or addictions are people afraid of today? How do people try to protect themselves from these things? Objectives: Determine a theme or central idea of a text. Analyze how the characters’ actions and decisions help determine the author’s theme. Objectives: Determine a theme or central idea of a text. Analyze how the characters’ actions and decisions help determine the author’s theme. Agenda: Intro/Reader’s Theatre Exit ticket Point of view handout (3,8)/ATTWN prompt Agenda: Intro/Reader’s Theatre Exit ticket Point of view handout (3,8)/ATTWN prompt Periods 1,3,4,7,8 Thursday, October 2 nd, 2014

77. Journal prompt Periods 3,8 Select one event in which one character from ATTWN – or the reader-- knows something that another character does not know. Explain what the character or reader knows. Who in the story does not know this same information? Explain how this difference in point of view creates a certain mood in the story (suspense, humor, etc.) Select one event in which one character from ATTWN – or the reader-- knows something that another character does not know. Explain what the character or reader knows. Who in the story does not know this same information? Explain how this difference in point of view creates a certain mood in the story (suspense, humor, etc.)

78. Do Now: 1.Get out your journal 2.Get out your novel 3.In your groups: Take turns sharing your double-entry journal Do Now: 1.Get out your journal 2.Get out your novel 3.In your groups: Take turns sharing your double-entry journal Objectives: Explain how difference in point of view creates a certain mood in the story Analyze how the characters’ actions and decisions help determine the author’s theme. Objectives: Explain how difference in point of view creates a certain mood in the story Analyze how the characters’ actions and decisions help determine the author’s theme. Agenda: Reading check Journal check Chapter 9 together Agenda: Reading check Journal check Chapter 9 together Periods 3, 8 Monday, October 6 th, 2014

79. Do Now: Get out your exit ticket from Friday Finish ticket In your READING journal: Define the terms “setting” and “personification” Do Now: Get out your exit ticket from Friday Finish ticket In your READING journal: Define the terms “setting” and “personification” Objectives: sequence events of a story referring to the text as needed define symbol, setting, and personification and analyze their impact on the short story Objectives: sequence events of a story referring to the text as needed define symbol, setting, and personification and analyze their impact on the short story Agenda: Narrative order Corresponding quotes Literary questions Exit ticket Agenda: Narrative order Corresponding quotes Literary questions Exit ticket Periods 1,4,7 Monday, October 6 th, 2014