Term 1

**Read Anthem by clicking one of the links below:**

 

 

 


August 24/25

  • Welcome to English 10!
  • Get to Know the Class
    • Deserted Island Activity
    • “Do you see the cow?”
  • “Wake Me Up When You’re Done Reading This” by Andy Rooney
    • Read article as a class
    • Looked for two things while reading:
      • What does Rooney say he’s good at?
      • How does he prove that he’s good at it?
    • Practice:
      • Fold paper in half
      • 1st half: brainstorm all the things you think you’re good at
      • 2nd half: choose one of those things and write a paragraph (5 sentences) why and how you think you’re good at that thing
  • Due Next Time:

August 26/27

  • English 10 Class Policies & Procedures
  • Introduction to Writer’s Journals
    • Journal Prompt #1: Colors
      • Read “Red is Best” by Robin Baird Lewis
      • In your journal, write about your favorite color. Why is it your favorite color? How does it make you happy?
  • Introduction to Inferences
    • Mystery Checks activity

August 30/31

  • Late Start Bell Schedule
  • School Policies Assembly
    • For the first 30 minutes of class, all English classes go to the auditorium to meet the administration and talk about school expectations
  • Journal Prompt #2: Conflicts
    • Consider the following questions while answering the prompt:
      • How do you choose to handle conflicts that you have or may face?
      • What actions do you usually take?
      • Have you found certain methods useful in resolving conflict?
      • If not, can you think of some you could use in the future?
  • Finished Mystery Checks activity

 

September 1/2

  • Journal Prompt # 3: Writing Strategies
    • Answer the following questions with brief explanations in a bullet point list
      • 1. When writing an essay, what strategies do you use to help you write your essay?
      • 2. Do you do anything before you write to help? During? After?
      • 3. Have you found a way to help yourself organize your thoughts?
      • 4. Or a way to structure the essay itself?
  • Introduction to Reading with a Pen
  • Introduction to Dystopian Literature and Anthem by Aynn Rand
  • Reminders:
    • will be going to computer lab next time for pre-writing test essay

September 5

  • LABOR DAY! (no school)

September 6/7

  • Pre-Writing Test: Teen Dating (English 10 Pre-Test: Teens and Dating Prompt and Articles)
    • Given 30 minutes in class to Read With A Pen the 4 articles in the handout
    • Brainstorm/Outline Essay to respond to the prompt given in the link above, utilizing the articles to support your essay
  • Went to the Computer Lab to begin to write Essay
  • Reminders:
    • Will be given more time in the computer lab next time to finish pre-writing test essay

September 8/9

  • Review Pre-Writing Test Prompts and Articles (see previous day for link to handout)
  • Computer Lab
    • finish writing essays
  • “Princeton Review Career Quiz” Assignment
    • to be completed when finished with essay
    • hold on to this for next class period, will be using in class
  • Due Next Time:
    • “Princeton Review Career Quiz” Assignment
    • Pre-Writing Test: Teen Dating Essay (If you were not here or did not finish in class, make sure to download the writing prompt above and click the link below to know how to turn it in to me)

September 12/13

  • Journal Prompt # 4: Group vs. Self
    • In dystopian settings, a career quiz (such as the one we took last time) could have been used to  determine your future occupation whether you support that  decision or not.
      • Some argue that sacrificing what a person wants to do for the betterment of society is the best choice—do you agree or   disagree?
      • Which is more important: The needs of the group or the needs   of the individual? Why?
  • Turned in “Princeton Review Career Quiz”
  • Discussed two ideas addressed in Anthem by Ayn Rand: Individualism v. Collectivism
    • Class split into two groups. Each read one of the paragraphs about one of the philosophies. When finished, got in partners and shared with someone who had read about the other philosophy what it is about/what you learned (summary or main idea of what is being presented in the paragraph)
  • Passed out Anthem Response Journal 
    • **This is a very important item that we will be revisiting and using throughout our time reading Anthem. Do not lose!
    • Read part of the forward to Anthem in which Ayn Rand outlines some of her reasons for writing Anthem
      • After reading this section, filled out the top question in the Response Journal concerning authorial reasons for writing this novel
  • Explanation that this book is written in 1st person point-of-view but the word “I” and “me” is forbidden in the book: Therefore, “we” is used often but does not necessarily talk about multiple people–it could be one person talking about themselves
    • The words “I” and “Me” are banned in the society written about in Anthem
  • Read Chapter 1 part 1 of Anthem (pgs. 17-24)
    • As a class, listed in the left “Evidence Column” on the Response Journal what pieces of evidence are given to help us piece together the setting of this novel and what type of community this character lives in
      • Then in the right “Inference Column” made inferences about what these evidences tell us about the setting and society in which the character lives
    • Discussed why this particular Point of View would be important
    • As a class, listed in the left “Evidence Column” on the Response Journal characteristics given to us about the main character, Equality 7-2521
      • Then in the right “Inference Column” made inferences about what these evidences could tell us about this character and what they might face
  • Due:

September 14/15

  • No Journal Prompt Today
    • Glued half-sized “Summary Template” handout into Journal (grab these from the English filing cabinet to paste into Writer’s Journal)
  • Discussion about “What is summary?” (wrote these notes in Writer’s Journal next to the glued half sheet page)
    • Summarizing = a “verb.” Therefore, it takes action/practice to acquire the skill
    • Summarizing is:
      • 1. to restate something using main points or ideas, putting main ideas into your own words including only the main points
      • 2. significantly shorter than the original and takes a broad overview of the material presented in the source
      • 3. includes giving credit of the summarized ideas to the original source
      • NOTE: sometimes main points are not always at the beginning of a text or in order — sometimes you need to read the whole writing to figure out what the main point is
    • Summarizing is NOT:
      • restating the title
      • generic answers with not other parts or examples from the text
      • putting quotes together from the text
  • Practice Summarizing
    • Read “Pokemon Go Connects us to our Cities and Neighbors” (1st article on the link)
      • Look for the main idea of the article, what is the author arguing?
    • Filled out a “Summary Template” together (steps 1, 2, 3)
    • Step 4 (writing the summary in your Writer’s Journal about this article)
      • This step puts Step 2 and 3 together, using the tranistional words/phrases to help connect the ideas together in your writing which creates a summary paragraph
  • Independent Summary Practice (DUE Next Time if not finished in class)
    • Read “Give Kids’ Brains a Break from Screen Time” (2nd article on the link)
    • Read with a Pen the article (I will be checking this) — Reading With a Pen Instructions Handout
    • Do Steps 1, 2, 3, on the yellow summary template glued into your journal
    • Do Step 4 (actually writing the summary paragraph (4-5 sentences)) on a separate piece of paper
    • **When finished, staple both this article and your summary paragraph together and turn into the basket
  • NOTE:
    • English 10 Period 1, 7, 8: You will have time next time to finish the Independent Practice in class
    • English 10 Period 4: You should have turned in the assignment into basket by the end of the class period
  • No Anthem Reading Today

September 16/19

  • ENGLISH PERIOD 4 ONLY:
    • Journal Prompt # 5 — Individuality
      • Watched 50 second clip from Disney’s The Incredibles
      • In this clip from Disney’s The Incredibles, the following dialogue takes place:
        • Helen Parr: “Everyone’s special, Dash.”
        • Dash Parr: “Which is another way of saying no one is.”
      • Dash argues that focusing too much on everyone being special is just another way of making everyone the same:
        • Do you agree or disagree with this idea? Why or why not? Use 1-2 examples that you’ve experienced or seen in your life to help in your response

 

  • ENGLISH PERIODS 1, 7, 8:
    • No Journal Prompt Today but take notes on new page for today’s date (see symbolism below)
    • Finished Independent Summary Practice Assignment from last time (see September 14/15)
  • ALL ENGLISH CLASSES:
  • LESSON:
    • Symbolism
      • Informal “Guess that logo” game
      • Discussion on what is symbolism
    • NOTES:
      • Symbolism = a person, place, color, or object that stands for something beyond itself
      • Purpose? Why use symbols in literature or writing?
        • Form of communication
        • Symbols express ideas beyond words (beyond the limits of language)
        • Can be universal (most people can recognize certain symbols)
  • Anthem Reading: Chapter 1 part 2
    • English Periods 1, 4: pgs. 24-37
    • English Periods 7, 8: pgs. 22-28
  • Anthem Reading Response Journal
    • Evidence Side:
      • List symbols (object / place / color) — INCLUDE pg. #
      • Pay special attention to the objects or places accompanied by a lengthy description, repeated, or special placement — this is a hint that the author might be using a symbol
    • Inference Side:
      • Next to symbol listed above, write what that symbol may mean
      • How does this symbol reflect a theme or main idea of the text, what is the message the author is trying to convey about Individualism/Collectivism or any other idea through this symbol?
    • Hint: look at pages 20, 21, 28
  • DUE:
    • Independent Summary Practice due next time if not finished in class (see September 14/15)

September 20/21

  • No Journal Prompt Today
  • Reviewed Symbolism
  • LESSON:
    • Character Inferences
      • Making inferences about characters based on what is provided in a text and what we know from our own experiences and lives
  • Anthem Chapter 2 (pgs. 38-51) 
    • Anthem Reading Response Journal
      • EVIDENCE: List statements or descriptions in the book about Liberty 5-3000
      • INFERENCE: What can we guess about this character based on this information and our own experiences?
        • What is she like? Strong, timid, shy, brave?
        • What are her motivations? What are her desires?
        • What is she thinking or feeling when talking to Equality 7-2521, etc.
  • Introduction to Character Inference Activity (Body Biographies)
    • Class Split into 4 groups
    • Each group will take a different character and, on their own piece of paper, write down inferences about that character based on evidence
      • Group 1: Equality 7-2521: pgs. 17-51
      • Group 2: International 4-8818: pgs. 29-35
      • Group 3: Union 5-3392: pgs. 21-22, 29
      • Group 4: Liberty 5-3000: pgs. 38-45
    • In these groups, helped one another create inferences together based on the evidence in the book
    • Hold on to this paper, it will be used for our activity for next class period

September 22/23

  • No Journal Prompt Today
  • LESSON:
    • Finish Character Inferences
    • Created Body Biographies for each of the major characters in Anthem
      • Group 1: Equality 7-2521: pgs. 17-51
      • Group 2: International 4-8818: pgs. 29-35
      • Group 3: Union 5-3392: pgs. 21-22, 29
      • Group 4: Liberty 5-3000: pgs. 38-45
    • Body Biographies Instructions Handout
      • Each member of the group is assigned a specific job as outlined on the instruction sheet (jobs A-F)
      • Members answer the question for their job letter by making an inference based on evidence from the text
      • Members of the group come together and put all their information together on a large piece of paper where they have traced an outline of their character
      • Each member needs to write their inferences/answers on the paper and the textual evidence where they found it
    • Presented the Body Biographies to the class

September 26/27

  • Introduction to Vocab
    • Vocabulary Worksheet and Directions (no available electronically–get from English filing cabinet or Ms. Whiting)
    • Vocabulary Word List and Example
    • Vocabulary QUIZ 2 Class Periods from now
      • A-Day: Quiz on Friday, Sept. 30th
      • B-Day: Quiz on Monday, Oct. 3rd
  • Anthem Reading: Chapter 3-4 (pgs. 52-58)
    • In Reading Response Journal, focused on writing two important quotes students see in the text and then explain why they think it is significant (what does it tell us about the setting, the characters in the book, themes, etc.)
    • Students wrote any connections they made to the text in “Connections” box of Reading Response Journal (text-to-text, text-to-self, text-to-world)
  • Discussion of the names Equality and Liberty give each other in the novel and the power of names
  • Journal Prompt: “My Name”
    • Read Sandra Cisnero’s “My Name” passage from The House of Mango Street
      • Pay attention to the techniques Cisnero’s uses to describe her name
    • In Journal, write about your name using similar techniques Cisnero’s used
    • Consider the following questions in your response:1.Is there a story behind your first name?  How and why was it chosen for you? Were you named after a person? Are you like them?2.What people, places, events, things or ideas do you associate with your name?– What would your name be if it were a color, a day, a car, a tree/flower,   animal, or feeling or sound?3.Has anyone commented on your name? Or do you think your name causes people to treat you in a particular way? Do you have an example?4.If you go by a nickname, did you choose it or did others? What is the story behind it? Or do you go by your middle name? Why?5.What do you know about the history of your last name? Do you feel a connection to an ancestor who also had your last name?6.How does your name represent and reflect who you are?

September 28/29

  • Journal Prompt — “Wishes”
    • Watched “Kyle’s Three Wishes” by Studio C
    • In Journal, responded to the following questions:
      • 1. What kinds of things do people typically wish for and why?
      • 2. If you had three wishes, what would they be and why?
      • 3. Do you think those things you wish for are achievable or could be obtained without needing a magic wish? Why or why not?
  • Vocabulary Review Activity
    • Vocabulary QUIZ on Words #1-5 NEXT TIME
      • A-Day: Quiz on Friday, Sept. 30th
      • B-Day: Quiz on Monday, Oct. 3rd
  • Intro to Character Inferences
    • We’ve already discussed inferencing setting, symbols, and character physical descriptions, now we are going to focus on inferences about a character based on what that character says, what they think, and how they act
    • Read the following short story: “What, of this Goldfish, Would you Wish?”
      • As you read the story, pay attention to what the character’s say, think, and act that may help us infer what their motivations and values are
  • Did not finish the worksheet in class, will complete next time

September 30 / October 3

  • VOCABULARY QUIZ Words # 1-5
  • Journal Prompt — “Motivation”
    • Watched “Michael Phelps Under Armour Commercial–Rule Yourself”
    • MOTIVATION = the reason or reasons a person has for acting or behaving in a particular way
      • What is something that you feel you put in extra time to accomplish or that you work hard at?
      • What are your motivations in doing this? Why is it important to you?
  • Character Inferences
  • Inference Boxes to be finished next time in class

October 4/5

  • Journal Prompt — “Which door?” Doors Question
    • Respond to the question above in relation to the doors presented in your journal. It is more of a creative thinking question. Have fun with it!
  • Vocabulary # 6-10
    • List of Vocabulary Terms for the Term
    • Vocabulary Boxes Worksheet (not available electronically–get from English filing cabinet or Ms. Whiting)
    • Vocabulary QUIZ 2 Class Periods from now on WORDS #1-10
      • A-Day: Quiz on Monday, Oct. 10th
      • B-Day: Quiz on Tuesday, Oct 11th
  • Finishing Goldfish Short Story Analysis Activity
    • Character Inferences
      • In partnerships, based on the evidence, students created inferences about Sergei and who he is as a person, a character, and why he acts the way he does
  • If didn’t finished by end of class, need to be finished as homework
  • Anthem Reading: Chapter 5-6

October 6/7


October 10/11

  • VOCABULARY QUIZ WORDS # 1-10
  • Journal Prompt — “Wolf Story”
  • Writing Prompt Wolf Story
    • The statement above is the beginning of a story. You finish the story based on this statement. This is creative so have fun with it!
  • SUMMARY ACTIVITY
    • Read with a Pen the article “Is Prom Important to the High School Experience”
    • Fill out Steps 1-3 on the Writing Informational Summaries Template
      • On a SEPARATE PIECE OF PAPER, write a summary of the Prom article, making sure to include the Topic sentence you created in Step 2 and the main ideas you outlined in step 3
    • When finished with the paragraph, use Informational Summary Checklist to makes sure all items on list are accounted for and circle, box, star, underline, etc. the pertinent items as directed on the checklist on your Prom Article Summary
      • **STAPLE ALL FOUR ITEMS (article, summary template, summary paragraph, and checklist) and turn into your class period’s basket

October 12/13

No Journal Prompt Today


October 14/17

VOCABULARY QUIZ WORDS # 1-10

SUMMARY QUIZ


October 18/19

Anthem Chapters 9 – 10

  • Journal Prompt — “Unmentionable Times”
    • We as readers know that Equality was describing lightbulbs in Chapter 10 though he didn’t know what they were.Write as if you were Equality and Liberty discovering a house from the “Unmentionable Times” (probably a house similar to what we have today).
      • What do you discover? What objects are there?
      • You don’t know what that object is but you make a guess about it. Describe it.
      • What do you think its for or what its purpose could be?
      • Why is it exciting? Why is it strange?

INFERENCE PRACTICE ACTIVITY

  • Inference Practice with Pixar Shorts Worksheet
    • Watched Pixar Short Films to practice using evidence to support inferencing and elaborating on that evidence in conjunction with the worksheet above
      • Worked as a class on the first video
      • Worked in partners for the second video
      • Worked individually for the third video
    • **If absent, each video can easily found on YouTube if you search the following:
      • “For the Birds” Pixar Short
      • “One Man Band” Pixar Short
      • “Partly Cloudy” Pixar Short
  • NEXT TIME:
    • Inference Quiz
    • Journal Check

Questions about when things are due?  Check out the END OT TERM CALENDAR WITH IMPORTANT DUE DATES  by clicking this blue link!


October 20/21 — NO SCHOOL!


October 24/25

No Journal Prompt Today

Finished Inference Practice Activity

  1. Inference Practice with Pixar Shorts Worksheet
    1. Watched Pixar Short Films to practice using evidence to support inferencing and elaborating on that evidence in conjunction with the worksheet above
      1. Worked as a class on the first video
      2. Worked in partners for the second video
      3. Worked individually for the third video
    2. **If absent, each video can easily found on YouTube if you search the following:
      • “For the Birds” Pixar Short
      • “One Man Band” Pixar Short
      • “Partly Cloudy” Pixar Short
  2. INFERENCE & ELABORATION QUIZ
    1. Read a short story as a class and students answered the questions about the story on their quiz making inferences, using evidence to support those inferences, and elaborating on those evidences
    2. **IF ABSENT –> these are not available electronically. Re-take or make-up quizzes must be done before or after school.

October 26/27

No Journal Prompt Today

A-DAY: Period 1 + Period 4

  • Worked on Vocab #16-20
  • Played Vocab Jeopardy to review for the Vocab Quiz Next Time
  • JOURNAL CHECK!!
    • As a class we peer corrected our journals
  • Anthem Chapter 11
  • VOCAB QUIZ # 1-20 NEXT TIME

B-DAY: Period 7 + Period 8

  • Finished Inference & Elaboration Quiz
  • Worked on Vocab #16-20
  • Played Vocab Jeopardy to review for the Vocab Quiz Next Time
  • JOURNAL CHECK!!
    • As a class we peer corrected our journals
  • Anthem Chapter 11
  • VOCAB QUIZ # 1-20 NEXT TIME

October 28 / November 1 — END OF TERM

No Journal Prompt Today

VOCAB QUIZ # 1-20

Anthem Chapter 12: We finished! Huzzah!

Ayn Rand Quote 2

Lesson:


October 31 — NO SCHOOL (Teacher Prep Day)

HAPPY HALLOWEEN!

Halloween pumkins


**TERM 1 HAS ENDED**

FOR UPCOMING TERM 2 MATERIALS: Click the following link OR go back to the ENGLISH menu and click “Term 2”

Term 2 Daily Outlines and Materials