English III Agenda: Week 16, Day Two

Captain Kopacz

1.      E.1.4.4, Literary Analysis: Understand and appreciate a one-act drama      

2.      A.2.4.2: Literary Analysis: understanding figurative language, similes, metaphors, and onomatopoeia.

3.      SAT: Vocabulary words

Bellwork

1.      Students will prepare for Unit 9 Quiz

Class Work

1.      Students will take Unit 9 quiz

2.      Students will either create a one act play based on their timeline from yesterday’s bell work or a poem based on the timeline.

Homework

1.      Students will complete review of 7-9: Vocabulary for Comprehension, two-Word Completion and Choosing the Right Meaning, pages105, 106, 108 and 109.

 

English III Agenda: Week 16, Day One

Captain Kopacz

1.      E.1.4.4, Literary Analysis: Understand and appreciate a one-act drama      

2.      A.2.4.2: Literary Analysis: understanding figurative language, similes, metaphors, and onomatopoeia.

3.      SAT: Vocabulary words

Bellwork

1.      Brainstorm a list of events you would consider important in your life and create a time line. You do not have to give exact dates, but at least the year.

Class Work

1.      Students will read anyone lived in a pretty how town, E.E. Cummings, page 412

2.      Students will read Wandering, by Lanford Wilson, page 1150. Discuss

3.      Students will compare and contrast how the characters in both the poem and one act play felt about conformity.

 

Homework

1.      Students will study for Unit 9 quiz; remember note cards for 4 points.

 

English III Agenda: Week 15, Day Five

Captain Kopacz

1.      E.1.4.1, Literary Analysis: Understand an essay and a poem           

2.      A.2.4.2: Literary Analysis: understanding figurative language, similes, metaphors, and onomatopoeia.

3.      A.2.2.7: Active reading: compare mood in an essay and a poem

4.      SAT: Vocabulary words

Bellwork

1.      Students will correct Unit 9 Vocabulary, completing the sentence and vocabulary in context

Class Work

1.      Students will read At the Justice Department, November 15, 1969, page 1119. Discuss

2.      Students will listen to a poem and decide whether it was written by a man or woman, soldier or civilian.

3.      Students will have silent reading time.

Homework

1.      None

English III Agenda: Week 15, Day Four

Captain Kopacz

1.      E.1.4.1, Literary Analysis: Understand an essay and a poem           

2.      A.2.4.2: Literary Analysis: understanding figurative language, similes, metaphors, and onomatopoeia.

3.      A.2.2.7: Active reading: compare mood in an essay and a poem

4.      SAT: Vocabulary words

Bellwork

1.      Students will place poems on desks. Students will read poems aloud which reflected their point of view of war, the perspective of a soldier or a civilian.

Class Work

2.      Find as many similes, metaphors and onomatopoeia that can be found in the following short stories, poems, and letters: The Death of the Ball Turret Gunner, Why Soldiers Won’t Talk, Ambush, Camouflaging the Chimera and Letter from Paradise, 21,19’ N., 157, 52’ W., In response to Executive Order 9066 and Deciding. Afterwards, write a brief paragraph analyzing the figurative language and whether it was positive or negative.

Homework

1.      Students will complete Unit 9: completing the sentence and vocabulary in context.

 

English III Agenda: Week 15, Day Three

Captain Kopacz

1.      E.1.4.1, Literary Analysis: Understand an essay and a poem           

2.      A.2.4.2: Literary Analysis: understanding mood

3.      A.2.2.7: Active reading: compare mood in an essay and a poem

4.      SAT: Proofreading

5.      SAT: Vocabulary words

Bellwork

1.      Students will correct Unit 9 vocabulary: synonyms, antonyms and choosing the right word.

Classwork:

1.      Students will discuss Vietnam War, reading building background page 1105.

2.      Students will read Ambush by Tim O’Brian and two short poems, Camouflaging the Chimera and Deciding, pages 1112 and 1114.

3.      Compare and contrast the short stories: A soldiers point of view using the following short stories and poems: The Death of the Ball Turret Gunner, Why Soldiers Won’t Talk, Ambush, and Camouflaging the Chimera and civilians point of view using the following short stories or poems: Letter from Paradise, 21,19’ N., 157, 52’ W., In response to Executive Order 9066 and Deciding

Homework

1.      Students will create a poem reflecting the point of view from a soldiers or civilians perspective.

 

 

English III Agenda: Week 15, Day Two

Captain Kopacz

1.      E.1.4.1, Literary Analysis: Understand an essay and a poem           

2.      A.2.4.2: Literary Analysis: understanding mood

3.      A.2.2.7: Active reading: compare mood in an essay and a poem

4.      SAT: Proofreading

5.      SAT: Vocabulary words

Bellwork

1.      Students will complete two sided proofreading worksheet for a grade.

Classwork:

1.      Students will review Unit 9 vocabulary.

2.      Students will read building background about the effects of Pearl Harbor.

3.      Students will read Letter from Paradise, 21   19’ N., 157    52’W., page 1095

4.      Students will read poem, In response to Executive Order 9066.

Homework

1.      Students will complete Unit 9: synonyms, antonyms, and choosing the right word

English III Agenda: Week 15, Day One

Captain Kopacz

1.      E.1.4.1, Literary Analysis: Understand an essay and a poem           

2.      A.2.4.2: Literary Analysis: understanding mood

3.      A.2.2.7: Active reading: compare mood in an essay and a poem

4.      SAT: Proofreading

Bellwork

1.      Students will complete two sided proofreading worksheet for a grade.

Classwork:

1.      Students will review all literary terms on the board, and define new words.

2.      Students will discuss definitions in relation to the short stories read in class.

Homework

1.      None 

 

Week Thirteen, Day Four

Captain Kopacz; English III and Honors

A.   Understanding characterization, theme and motif in a literary text.

B.    2.4.7: experience events in history and apply to modern day

C.    Understand an autobiography and play

D.   Writing: Understand MLA format

Bell Work:

  1. Students will correct Unit 8: completing the sentence and vocabulary in context

Class Work: Honors & Regular: 

  1. All students will finish writing their MLA Paper, typing on the computer.

Homework:

  1. None

Week Thirteen, Day Three

Captain Kopacz; English III and Honors

A.   Understanding characterization, theme and motif in a literary text.

B.    2.4.7: experience events in history and apply to modern day

C.    Understand an autobiography and play

D.   Writing: Understand MLA format

Bell Work:

  1. Students will look at second set of illusion pictures.

Class Work: Honors & Regular: 

1.    Students will correct Unit 8 Vocabulary

  1. All students will begin writing fourth or more paragraphs using quotes for the MLA Paper.

Homework:

  1. Students will complete Unit 8 completing the sentence and vocabulary in context.

 

 

Captain Kopacz, English III

Week 13, Day 2 (parade: Tuesday)

Standards:

E 2.4.3: Literary analysis, sound devices

E.1.4.2: Poetry, Literary Analysis, dramatic irony

FCAT: A 2.4.8: Drawing conclusions

 

Bell work:

1) All: Students will complete the vocabulary worksheet: Getting Ready to Learn: Unit 7.

 

Class work: Regular and Honors:

1)      Students will read the last of the short stories series for their paper. Young Goodman Brown.

2)      Students will review power point presentation on writing an MLA paper.

3)      Review the requirements for the Supernatural Essay based on short stories.

 

Homework:

1)      All: Students will complete Unit &: synonyms, antonyms and choosing the right word.

Week Thirteen, Day One

Captain Kopacz; English III and Honors

A.   Understanding characterization, theme and motif in a literary text.

B.    2.4.7: experience events in history and apply to modern day

C.    Understand an autobiography and play

D.   Writing: Understand MLA format

Bell Work:

  1. Students will examine illusion pictures.

Class Work: Honors & Regular: 

  1. All students will begin writing second paragraph using quotes for the MLA Paper.

Homework:

  1. Study for Unit 7 Vocabulary quiz.

Captain Kopacz, English III

Week 12, Day 4

Standards:

E 2.4.3: Literary analysis, sound devices

FCAT: A 2.4.8: Drawing conclusions

Write an effective literary analysis MLA style paper using at least 4 short stories and their related themes.

 

Bell work:

1)      All: students will read funny quotes of famous people.

Class work: Regular and Honors:

1)      Students will work on rough copy, and finding comparison quotes and contrasting passages from the short stories to apply to essay.

2)      Students may begin typing papers on the computers.

3)      Students will be allowed 30 minutes of reading time.

Homework:

1)      All: Rough copies of essays are due.

2)      All: Students will complete Unit 7: Completing the Sentence and Vocabulary in Context

 

Further Agenda

Monday: Rough copy completed for teacher preview

 

Captain Kopacz, English III

Week 12, Day 3

Standards:

E 2.4.3: Literary analysis, sound devices

E.1.4.2: Poetry, Literary Analysis, dramatic irony

FCAT: A 2.4.8: Drawing conclusions

 

Bell work:

1)      All: Students will correct vocabulary

Class work: Regular and Honors:

1)      Students will begin a list of themes based on the Literary Analysis of Evil and the Supernatural: powerpoint.

2)      Students will use short stories to begin researching quotes, (items that have similar qualities and differences), and place them in their notebooks.

3)      Students will begin writing paper.

Homework:

1)      All: None.

Further Agenda

Thursday: Begin writing rough copy of paper

Friday: Rough copy completed for teacher preview

Wednesday: Paper due!

Captain Kopacz, English III

Week 12, Day 2

Standards:

E 2.4.3: Literary analysis, sound devices

E.1.4.2: Poetry, Literary Analysis, dramatic irony

FCAT: A 2.4.8: Drawing conclusions

 

Bell work:

1) All: Students will complete the vocabulary worksheet: Getting Ready to Learn: Unit 7.

 

Class work: Regular and Honors:

1)      Students will read the last of the short stories series for their paper. Young Goodman Brown.

2)      Students will review power point presentation on writing an MLA paper.

3)      Review the requirements for the Supernatural Essay based on short stories.

 

Homework:

1)      All: Students will complete Unit 7: synonyms, antonyms and choosing the right word.

Updated: Kopacz, English III, Week 12, Day 1

Standards:

Understanding the literary term Mood

Close reading of a text
Critical analysis and interpretation
Historical analysis
Collaboration

 

Bell work:

1)      Students will read bizarre lawsuits.

2)      Students will respond to the following prompt:

"Every kind of creature is developed by the exercise of its functions. If denied the exercise of its functions, it cannot develop in the fullest degree."
—Charlotte Perkins Stetson (Gilman),
from Hearing of the National American Woman Suffrage Association. Committee on the Judiciary, House of Representatives, Washington, D.C., January 28, 1896

 

Class work: Regular and Honors:

1)      Teacher and students will listen to The Yellow Wall Paper.

2)      Students will complete worksheet based on The Yellow Wallpaper.

3)      Students will find passages from A Rose For Emily and The Yellow Wallpaper

 

Homework:

1)      Students will complete the Yellow Wallpaper worksheet.

 

Kopacz, English III, Week 11, Day 5

Standards:

Understanding the literary term Mood

Close reading of a text
Critical analysis and interpretation
Historical analysis
Collaboration

 

Bell work:

1)      Students will read bizarre lawsuits.

2)      Students will respond to the following prompt:

"Every kind of creature is developed by the exercise of its functions. If denied the exercise of its functions, it cannot develop in the fullest degree."
—Charlotte Perkins Stetson (Gilman),
from Hearing of the National American Woman Suffrage Association. Committee on the Judiciary, House of Representatives, Washington, D.C., January 28, 1896

 

Class work: Regular and Honors:

1)      Teacher and students will listen to The Yellow Wall Paper.

2)      Students will have silent reading time.

 

Homework:

3)      Students will complete the Yellow Wallpaper worksheet.

 

 

Kopacz, English III, Week 11, Day 4

Standards:

E.1.4.2: understand and appreciate a classic short story that explores a gothic theme

E.2.4.1: identifying and understanding foreshadowing

E 2.4.3: Literary analysis, sound devices

B.2.4.2: interpret the story as an allegory

 

Bell work:

1)      Students will complete proofreading worksheet for a grade.

All: Class work: Regular and Honors:

1)  Students will finish The Oval Portrait, by Edgar Allen Poe.

2)  Students will find passages showing the relationship between the husband and the wife, just as you did for The devil and Tom Walker and The Lamb to the Slaughter.

Homework:

1)      None

Kopacz, English III, Week 11, Day 3

Standards:

E.1.4.2: understand and appreciate a classic short story that explores a gothic theme

E.2.4.1: identifying and understanding foreshadowing

E 2.4.3: Literary analysis, sound devices

B.2.4.2: interpret the story as an allegory

Understand appropriate vocabulary usage

 

Bell work:

1)      Students will take out their vocabulary packets and exchange with each other.

All: Class work: Regular and Honors:

1)  Students will take Unit 4-6 Vocabulary Test.

2)  Students will begin reading The Oval Portrait, by Edgar Allen Poe.

Homework:

1)      None

 

Kopacz, English III, Week 11, Day 2

Standards:

E.1.4.2: understand and appreciate a classic short story that explores a gothic theme

E.2.4.1: identifying and understanding foreshadowing

E 2.4.3: Literary analysis, sound devices

B.2.4.2: interpret the story as an allegory

Understand appropriate vocabulary usage.

 

Bell work:

1)  Students will discuss study guide and vocabulary worksheet for Dr. Heidegger’s Experiment, by Nathaniel Hawthorne.

 

All: Class work: Regular and Honors:

1)  Students will take quiz on Dr. Heidegger’s Experiment.

2)  Students will take a quiz on Dr. Heidegger’s Experiment.

 

Homework:

1)      All: Students will complete vocabulary mapping using five words from each Unit:4,5,and 6

2)      Students will study for Unit 4-6 Vocabulary Test.

**Remember to go to the English III website and practice your vocabulary!

 

Kopacz, English III, Week 11, Day 1

Standards:

E.1.4.2: understand and appreciate a classic short story that explores a gothic theme

E.2.4.1: identifying and understanding foreshadowing

E 2.4.3: Literary analysis, sound devices

B.2.4.2: interpret the story as an allegory

Understand appropriate vocabulary usage: choosing the right word, vocabulary in context, completing the sentence.

Bell work:

All: Students will answer to the following questions in your bell work section:

a.       If you could have a remedy against the aging process, a fountain of youth serum. Would you take the serum or not? 

b.      What do you like most about being the age you are right now?

c.       What aspect of growing older do you look forward to?

d.      Do you think youth and age should be measured by the years a person has lived OR by a person’s behavior and outlook?

Class work: Regular and Honors:

1)  Students will define foreshadowing and allegory.

2) Students will begin reading Dr. Heidegger’s Experiment, by Nathaniel Hawthorne.

3)  Students will begin completing homework worksheet.

Homework:

1)      All: Students will complete Dr. Heidegger’s Experiment vocabulary worksheet and Study Guide. Quiz on short story tomorrow.

 

 

Updated: Week 10, Day 5,

Captain Kopacz, English III, Honors

Standards:

A.    Understand setting, characters as seen in short stories.

B.     Literature terms: denotation and connotation

C.     Gothic short stories

D.    Rhyme, end rhyme, internal rhyme, and rhyme scheme

Bell Work:

  1. Students will correct vocabulary review.

Classwork:

  1. Students will continue creating their Raven parodies.
  2. Students will have silent reading time.

Homework:

Regular and Honors

1. Students will type final copies of their poems for presentation on Monday.

 

Updated: Week 10, Day 4,

Captain Kopacz, English III, Honors

Standards:

A.    Understand setting, characters as seen in short stories.

B.     Literature terms: denotation and connotation

C.     Gothic short stories

 

Bell Work:

  1. Students will complete proofreading and sentence structure worksheet

Classwork:

  1. Students will watch autobiography of Edgar Allen Poe.
  2. Students will read and listen to The Raven, by Edgar Allen Poe.
  3. Students will begin creating their poems based on the rhyme scheme of The Raven.

Homework:

Regular and Honors

1. Students will complete vocabulary review: antonyms, word families and word association.

 

 

 

Week 10, Day 3,

Captain Kopacz, English III, Honors

Standards:

A.    Understand setting, characters as seen in short stories.

B.     Literature terms: denotation and connotation

C.     Gothic short stories

 

Bell Work:

  1. Students will complete proofreading and sentence structure worksheet

Classwork:

  1. Students will finish creating their poems.
  2. Students will begin reading The Oval Portrait by Edgar Allen Poe.

Homework:

Regular and Honors

1. Students will finish poems.

Week 10, Day 2,

Captain Kopacz, English III, Honors

Standards:

A.    Understand setting, characters as seen in short stories.

B.     Literature terms: denotation and connotation

C.     Gothic short stories

Bell Work:

  1. Students will discuss similarities and differences from the two short stories.

Classwork:

  1. Students will take Unit 6 Quiz
  2. Students will define rhyme, end rhyme, internal rhyme and rhyme scheme, page 466.
  3. Students will listen to the audio of The Raven by Edgar Allen Poe.
  4. Students will begin creating their own 5 stanza poems emulating The Raven. Honors: 8 Stanzas. The poem must have the same rhyme scheme as the original poem.

Homework:

Regular and Honors

  1. Student will study for The Raven Quiz.
  2. Students will complete Vocabulary Comprehension, Two-Word Completion and Choosing the Right Meaning.

 

Week 10, Day 1,

Captain Kopacz, English III, Honors

 

Standards:

A.    Understand setting, characters as seen in short stories.

B.     Literature terms: denotation and connotation

C.     Gothic short stories

 

Bell Work:

  1. Students will correct Unit 6 vocabulary.

Honors:

  1. Students will read Lamb to the Slaughter. Complete questions afterwards.
  2. Students will list similarities and differences of the husband and wife relationship between Tom Walker and his wife and the Mallony couple. Support your answer by providing a passage from each story.

Homework:

Regular and Honors

1. Student for Unit 6 quiz.

 

 

Week Nine, Day Four

Captain Kopacz; English III and Honors

A.   E.1.4.1: identify imagery in a short story

B.   A1.4.2: visualize the characters, setting, and events in a short story

C.   2.4.7: experience events in history and apply to modern day

D.   1.4.5: interpret vocabulary

 

Bell Work:

  1. Student will read funny Friday facts.

Class Work: Honors & Regular: 

1.     Students will read Lamb to the Slaughter.

2.     Students will complete the Lamb to slaughter Questions.

3.     Students will have silent reading time.

Homework:

  1. Students will complete Unit 6 completing the sentence and vocabulary in context.

 

Week Nine, Day Three

Captain Kopacz; English III and Honors

A.   E.1.4.1: identify imagery in a short story

B.   A1.4.2: visualize the characters, setting, and events in a short story

C.   2.4.7: experience events in history and apply to modern day

D.   1.4.5: interpret vocabulary

 

Bell Work:

  1. Teacher will collect SMA Projects from students.

Class Work: Honors & Regular: 

1.     Students will finish reading The Devil and Tom Walker, page 349.

2.     Students will complete questions and discuss.

Homework:

  1. Students will complete Unit 6 synonyms and antonyms and choosing the right word.

 

Week Nine, Day Two

Captain Kopacz; English III and Honors

A.   E.1.4.1: identify imagery in a short story

B.   A1.4.2: visualize the characters, setting, and events in a short story

C.   2.4.7: experience events in history and apply to modern day

D.   1.4.5: interpret vocabulary

 

Bell Work:

  1. Students will discuss Benjamin Franklin’s proverbs and then students will read their own proverbs.

Class Work: Honors & Regular: 

1.     Students will take Unit 5 vocabulary quiz.

2.     Define Imagery, page 349. Begin reading The Devil and Tom Walker, page 349.

Homework:

  1. SMA Reading Project due

 

 

Week Nine, Day One

Captain Kopacz; English III and Honors

A.   Understanding theme in a literary text.

B.   2.4.7: experience events in history and apply to modern day

C.   1.4.5: interpret vocabulary

 

Bell Work:

  1. Students will review literary terms from notebook.

Class Work: Honors & Regular: 

1.     Students will take their literary terms and proofreading test. Collect when finished.

2.     Read from Poor Richard’s Almanack, by Benjamin Franklin page 292.

3.     Choose at least 5 proverbs that you think are the most important and explain why, place in your literature section of notebook

Homework:

  1. Create your own 5 proverbs. A little tip, Proverbs usually address work, money, time, friendship, making use of time, and dealing with friends.
  2. Study for Vocabulary Quiz
  3. Work on your SMA Reading Project due Wednesday. Every day late one grade lower as per syllabus.

 

 

Week Eight, Day 5

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

  1. Students will read selected poems from students.
  2. Funny Friday worksheets.

 

Class Work:   Regular and Honors:

1.   Students will take The Crucible test.

2.   Silent reading after test.

 

Homework:

Regular and Honors

1.   None.

 

Week Eight, Day 4

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

D.  College preparation

 

Bell Work: Regular and Honors:

  1. Students will place poems on desk for teacher to collect.

Class Work: 

 Regular and Honors:

1.   Students will listen to representative from the Art Institute.

Homework:

Regular and Honors

1.   Students will complete Unit 5: Completing the Sentence and Vocabulary in Context.

2.   Students will study for The Crucible Test

 

 

 

Week Eight, Day 3

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

  1. Students will correct Unit 5: synonyms, antonyms and choosing the right word.

Class Work: 

 Regular and Honors:

1.   Students will take Act IV quiz.

2.   Students will finish watching the movie for Act III and Act IV if not completed from yesterday.

 

Homework:

Regular and Honors

1.   Students will create a poem based on The Crucible.

 

 

 

Week Eight, Day 2

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

  1. Students will read “Half-Hanged Mary” and discuss.

 

Class Work:   Regular and Honors:

1.   Students will take Unit 4 vocabulary Quiz.

2.   Students will complete vocabulary worksheet: What I know.

3.   Students will discuss questions to Act IV.

4.   Students will finish watching the movie for Act III and Act IV.

 

Homework:

Regular and Honors

1.   Study for Act IV quiz.

2.   Students will complete Unit 5 Vocabulary: synonyms, antonyms and Choosing the Right Word.

 

 

 

Week Eight, Day 1

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

  1. Students will place Act iii questions on desk.

Class Work:  

Regular and Honors:

1.   Students will take a quiz on Act III, based on vocabulary and questions.

2.   Students will begin reading Act IV.

3.   Students will complete questions to Act IV.

 

Homework:

Regular and Honors

1.   Students will study for Unit 4 Vocabulary Quiz.

2.   Students will finish questions to Act IV.

 

 

Week Seven, Day 5

Standards:   A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

  1. Students will correct Unit 4 vocabulary-completing the sentence and vocabulary in context.

Class Work:   Regular and Honors:

1.    Students will finish reading Act IV.

2.    Students will complete Act IV questions and vocabulary.

3.    Students will have silent reading time.

Homework:

Regular and Honors

1.    Study for Act IV quiz.

Week Seven, Day 4

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Proofreading review

 

Bell Work: Regular and Honors:

  1. Students will complete proofreading worksheet.

Class Work:   Regular and Honors:

1.   Students will take Act III quiz.

2.   Students will begin Act IV.

Homework:

Regular and Honors

1.   Students will complete vocabulary Unit 4: completing the sentence and vocabulary in Context.

Week Seven, Day 3

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

 

Bell Work: Regular and Honors:

  1. Teacher will correct any missing signatures
  2. Students will correct Unit 4 vocabulary, completing synonyms and antonyms and choosing the right word.

 

Class Work:   Regular and Honors:

1.   Students will read Symbolic receipts about Characters in The Crucible

2.   Students will continue reading Act III aloud.

3.   Students will complete study guide and vocabulary for Act III.

 

Homework:

Regular and Honors

1.   Students will finish study guide worksheet to prepare them for Act III quiz.

Week Seven, Day Two

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical drama

B.   2.4.7: experience events in history

C.   E.1.4.5: interpret vocabulary

Bell Work:

  1. Teacher will collect signatures
  2. Students will read their symbolic receipts to each other.
  3. Students will review Unit 4 vocabulary words.

Class Work: Honors & Regular: 

  1. Students will begin reading Act III of The Crucible.

Homework Regular and Honors:

  1. Students will complete Unit 4: Choosing the Right Word and synonyms and antonyms.
  2. Students will create a symbolic receipt for a character in The Crucible.

 

 

Week Seven, Day One

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical drama

B.    2.4.7: experience events in history

C.    E.1.4.5: interpret vocabulary

Bell Work:

1.      Regular and Honors: Read quote and answer the following questions in your bell work section:

“In my family, there was never any difference between the women and the men.  My mother said if you can make a dress from a pattern you can make a house.”

                                                                        -Jane Watson Hopping

a.     In your family, what are the differences in tasks performed by the men and women? 

b.      Explain.  Why do you think these differences exist/don’t exist?

c.     Label two lists:  “Act like a man!” and “Be ladylike!” List five stereotypical characteristics for each gender. (example: men do yard work, women do housework)

d.     Where do we learn these gender roles?

e.     What happens when boys and girls don’t fit the stereotypical role?

f.     Write about a situation where you were expected to act a certain way because you were a girl or a boy OR a situation where you did not act the way you “should have” according to the stereotypical gender roles.  What was the result?

Class Work: Honors & Regular: 

1.      Students will finish reading Act II of the Crucible.

2.     Students will review Act II questions.

3.     Students will take Act II Quiz.

Homework:

1.      Students will create symbolic receipt.

2.     Students will get tests and quizzes signed

 

 

Week Six, Day 5

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

1.   Students will place Act II questions on their desks for teacher review.

 

Class Work:  

Regular and Honors:

1.   Students will take a quiz on Act II, based on vocabulary and questions.

2.   Students will discuss Act II, The Crucible, questions and vocabulary.

3.   Students will watch video until the end of Act II.

4.   Silent reading for SMA Reading Project

 

Homework:

Regular and Honors

1.   None

 

Week Six, Day 4

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

1.   Students will complete SAT practice worksheet.

 

Class Work:  

Regular and Honors:

1.   Students will continue Act II, The Crucible, listening to a theater version of the play. Students will finish questions and vocabulary to Act II.

 

Homework:

Regular and Honors

1.   Students will have a quiz on Act II, based on vocabulary and questions.

 

 

Week Six, Day 3

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

1.   Students will exchange vocabulary packets with each other; the teacher will collect.

 

Class Work:  

Regular and Honors:

1.   Students will take Unit 1-3 Test.

2.   Students will begin Act II, The Crucible, listening to a theater version of the play or students will have parts and read aloud.

 

Homework:

Regular and Honors

1.   Students will complete questions to Act II.

2.   Students will have a quiz on Act II, based on reading and questions.

 

 

Week Six, Day 2

Standards:  A. E.1.4.1.5: relate personal experiences with the past

B.   2.4.7: primary sources: experience events in history

C.   SAT: Vocabulary review

 

Bell Work: Regular and Honors:

1.   Students will place Act I questions on desks to be checked by teacher.

 

Class Work:  

Regular and Honors:

1.   Students will take The Crucible, Act I quiz.

2.   Students and teacher will discuss questions and vocabulary to Act I.

3.   Students will begin working on Vocabulary Packets.

Homework:

Regular and Honors

1.   Students will complete vocabulary web packets for homework, 5 words from each unit from Units 1-3.

2.   Study for Vocabulary Test Units 1-3 test.

 

 

 

Attention: No homework for Friday 9/19. Students will not finish Act I or complete questions. We will continue on Monday!

 

Week Six, Day One

Captain Kopacz; English III and Honors

A.   E.2.4.5: analyze emotional language

B.   A.2.4.2: detect bias in a speaker’s language

C.   Understand a play

Bell Work:

1)     Students will complete vocabulary review 1-3, pages 49-50. Correct.

Class Work: Honors & Regular: 

1)     Students will continue reading The Crucible by Arthur Miller, and complete questions related to play.

2)    Students will examine character analysis from the drama, The Crucible

Homework: Regular and Honors:

1)     Students will answer questions for Act I. Students will have a quiz on Act I.

2)    Vocabulary Test Unit 1-3 will be on Wednesday!

 

 

 Week Five, Day Five

Captain Kopacz; English III and Honors

A.   E.2.4.5: analyze emotional language

B.   A.2.4.2: detect bias in a speaker’s language

C.   Understand a play

Bell Work:

1)     Students will complete Parts of Speech worksheet, for a grade!

Class Work: Honors & Regular: 

1)     Students will continue reading The Crucible by Arthur Miller, and complete questions related to play.

2)    Students will read their outside reading book.

Homework: Regular and Honors:

1)     Students will answer questions for Act I. Students will have a quiz on Act I.

 

Week Five, Day Four

Captain Kopacz; English III and Honors

A.   E.2.4.5: analyze emotional language

B.   A.2.4.2: detect bias in a speaker’s language

C.   Understand a play

Bell Work:

1)     Students will correct vocabulary review pages 46, 47 and 48.

2)    Background information, why Arthur Miller wrote The Crucible:

McCarthy Hearings:

During the McCarthy hearings (1950’s) many innocent people were accused of being traitors (communists, mainly) to our country and, while they were not physically harmed, their professional and personal lives were ruined by this adverse publicity, which was often untrue.  During this period also (as in Salem) many supposed “good people” participated in the accusations against others because they were afraid that if they refused to do so their own lives would be ruined. Miller is thus drawing a parallel between two periods of hysteria in our country, though far apart in time, that are dangerously close in ideology.  (Guidon study materials)

 

Class Work: Honors & Regular: 

1)     Students will complete anticipatory set worksheet

2)    Students will begin reading The Crucible by Arthur Miller, and complete questions related to play.

Homework: Regular and Honors:

1)     Students will answer questions for Act I. Students will have a quiz on Act I.

 

 

Week Five, Day Three

Captain Kopacz; English III and Honors

  1. E.1.4.1: analyze an 18th century sermon
  2. A.1.4.5: appreciate author’s use of persuasive writing
  3.  E.2.4.5: analyze emotional language
  4. A.2.4.2: detect bias in a speaker’s language

Bell Work:

1)     Students will correct vocabulary review pages 43, 44 and 45.

Class Work: Honors & Regular: 

1) Students will turn in their papers: Comparing Texts and Venn Diagram from Bradstreet’s poem and Edwards’ sermon.

2)    Students will watch a documentary from the History Channel, In Search of History: Salem Witch trials.

Homework: Regular and Honors:

1)     Students will complete pages 46, 47 and 48 in the vocabulary Unit 1-3 review.

 

 

 

Week Five, Day Two

Captain Kopacz; English III and Honors

A.   E.1.4.1: analyze an 18th century sermon

B.   A.1.4.5: appreciate author’s use of persuasive writing

C.    E.2.4.5: analyze emotional language

D.   A.2.4.2: detect bias in a speaker’s language

Bell Work:

1)     All: Prompt:

Think about someone who recently persuaded you to do something-a parent, friend, coach, salesperson, etc. What method of persuasion did the person use?  (appeal to your emotions, benefits for doing it, or not doing it, or that appear to your principles like justice, efficiency, or frugality? What were you persuaded to do, and analyze the method of persuasion that worked on you.

Class Work: Honors & Regular: 

1)     Students will take Unit 3 Quiz.

2)    Students will read from Sinners in the Hands of an Angry God by Jonathan Edwards, page 153. Complete comparing text: In your view, is Jonathan Edwards’s conception of God consistent with Anne Bradstreet’s conception of God?  Use the Venn Diagram to help find information to support your answer.

Homework: Regular and Honors:

1)     Student will finish Comparing Text, completing the Venn diagram and your short essay: opening paragraph, 2nd paragraph agree, or disagree, and support using your Venn diagram, and closing paragraph.

2)    Students will complete Unit 1-3 review.

Week Five, Day One

Captain Kopacz; English III and Honors

A.   E.2.4.3: appreciate author’s use of meter

B.   A.1.4.3: clarify meaning of Archaic Language

C.   E.1.4.1: understand and appreciate a court transcript

D.   A.2.4.2: detect bias in a speaker’s language

Bell Work:

1)     All: 1) Students will complete Usage and Mechanics Worksheet based on To My Dear and Loving Husband.

 

Class Work: Honors & Regular: 

1)     Students will watch video of “Upon the Burning of Your House, by Bradstreet.

2)    Students will read, The Examination of Sarah Good, page 145, and then complete Writing Options: Plea for Mercy, page 149.

 

Homework: Regular and Honors:

1)     Student will study for Unit 3 Quiz, 4 points added when note cards are created!

 

 

Week Four, Day Five

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical narrative

B.   2.4.7: experience events in history

C.   E.1.4.5: interpret

Bell Work:

All: 1) Students will respond to the following prompt in their bell section,

Have you ever been accused of doing something that you didn’t do, or you know of someone else who was falsely accused? How did you feel about the accusations? Why do you think it was made? Was it ever disapproved?

2)  Students will correct vocabulary: Competing the Sentence and Vocabulary in Context.

 

Class Work: Honors & Regular: 

1)     Students will discuss questions from yesterday’s class work.

2)    Students will read, The Examination of Sarah Good, page 145, and then complete Writing Options: Plea for Mercy, page 149.

3)    Students will read silently from their outside reading book.

Homework:

Regular and Honors: None

 

 

Week Four, Day Four

Captain Kopacz; English III and Honors

 

A.   A.2.4.1: analyze details for effective writing

B.   2.4.7: experience events in history

C.   E.1.4.1: historical narrative

 

Bell Work: All:

1)     Students will turn in their Amistad short answers, final copy.

2)    Students will correct Parts of Speech worksheet for a grade.

Class Work: Honors & Regular: 

1)     Student read Historical Background: the Puritan tradition, page 134-136

2)    Students will begin/finish To My Dear and Loving Husband, page139, and Upon the Burning of Our House, July 10th, 1666, page 140-141. Complete literature questions page 142, Connect to Literature #1 and 3 dots; Think Critically #2, #4, and #5.

3)    Students will define archaic language and meter, page 138.

Homework

1)     Students will complete Completing the Sentence and Vocabulary in Context.

2)    Study all Parts of Speech worksheets and study guide for Parts of Speech quiz.

 

Week Four, Day Three

Captain Kopacz; English III and Honors

 

A.   A.2.4.1: analyze details for effective writing

B.   2.4.7: experience events in history

C.   E.1.4.1: historical narrative

 

Bell Work:

All:

1)     Student will respond to the following prompt in their bell work section:

If you could take 10 personal and meaningful items that could fit into a regular size suitcase,

What would the items be and the importance of having each? This is not a survival suitcase but rather items that you treasure.

1)     Students will complete Parts of Speech worksheet for a grade.

Class Work: Honors & Regular: 

1)     Students will correct Unit 3 Vocabulary: Synonyms and Antonyms and Choosing the Right Word

2)    Students will finish rough copy from their worksheet questions about Amistad. Students will write in pen or type the final copy, you will not write the question but include what it asks in your sentences. Finish and continue tomorrow! *This will count as a Short Essay Quiz grade.

3)    Students will review To My Dear and Loving Husband, page139, and Upon the Burning of Our House, July 10th, 1666, page 140-141. Complete literature questions page 142, Connect to Literature 1 and 3 dots; Think Critically #2, #4, and #5.

Homework

1)     Students will complete Parts of Speech worksheet.

 

 

Week Four, Day two

Captain Kopacz; English III and Honors

A.   j0299125E.1.4.1: Slave narrative,Primary Sources

B.   A.2.4.1: analyze details for effective writing

C.   2.4.7: experience events in history

D.   E.1.4.5: interpret

Bell Work:

All:

1)     Students will complete grammar worksheet.

 

 

Class Work: Honors & Regular: 

1)     Students will place note cards on desk. Students will take Unit 2 quiz.

2)    Students will complete vocabulary worksheet: word recognition for Unit 3.

3)    Students will begin worksheet questions about Amistad. Students will use the worksheet as a rough copy. Students will write in pen or type the final copy, you will not write the question but include what it asks in your sentences. Finish and continue tomorrow!

*This will count as a Short Essay Quiz grade.

 

Homework

1)     Students will complete Unit 3 vocabulary-synonyms and antonyms and choosing the right word.

 

Week Four, Day one

Captain Kopacz; English III and Honors

A.   j0299125E.1.4.1: Slave narrative,Primary Sources

B.   A.2.4.1: analyze details

C.   2.4.7: experience events in history

D.   E.1.4.5: interpret

Bell Work:

All:

1)     Students will complete SAT: Proofreading two sided worksheet, graded.

2)    Power point presentation on the parts of speech.

 

Class Work: Honors & Regular: 

1)     Students will finish watching Amistad, a true account of enslaved Africans who take over their ship, then the ship is seized and the Africans are accused of murder and are required to go to court in the United States.

2)    Students will begin worksheet questions about Amistad. Students will use the worksheet as a rough copy. Students will write in pen or type the final copy, you will not write the question but include what it asks in your sentences. Finish and continue tomorrow!

*This will count as a Short Essay Quiz grade.

 

Homework

1)     Students will study for Unit 2 Vocabulary Quiz. REMEMBER-note cards give you 4 extra points on your quiz.

 

Week Three, Day 4

Captain Kopacz, English III

Standards:

A.      E.1.4.1: primary sources and slave narrative

B.      2.4.7: experience events in history

C.      E.1.4.5: interpret an excerpt to media

D.      E.1.4.5:recognize differences

E.      E.1.4.5: Understand personal qualities and motives

 

Bell Work:

1)      Students will read “House Issues an Apology for Slavery” and answer questions on the back on the worksheet.

2)      Students will correct vocabulary: completing the Sentence and Vocabulary in Context.

3)      Students will read funny Friday worksheet.

 

Class Work: Honors & Regular: 

1)      Students will finish watching the movie Amistad and its relationship to the short story by Equiano.

2)      Students will read their outside reading book.

 

Homework: Regular and Honors

 

 

Week Three, Day 3

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical narrative

B.   2.4.7: experience events in history

C.   E.1.4.5: interpret

D.   E.1.4.5:recognize differences

E.   E.1.4.5: Understand personal qualities and motives

Bell Work:

All: 1) Respond to the Following prompt on overhead.

Class Work: Honors & Regular: 

1)     Students will take Quiz on La Relacion and Before They Got Thick. When you are finished please turn in quiz and answer sheet.

2)    Define Historical narratives, page 70.

3)    1st period: Discuss questions from from La Relacion, by Alvar Cabeza de Vera, page 72.  Period 3 and 4: discuss questions from La Relacion and They Got Thick

Homework:

Regular and Honors: 1. Unit 2: Completing the Sentence and Vocabulary in Context.

 

 

Week Three, Day 1 (Monday Off)

Captain Kopacz, English III

Standards:

A.       E.1.4.1: primary sources and slave narrative

B.       2.4.7: experience events in history

C.       E.1.4.5: interpret an excerpt to media

D.      E.1.4.5:recognize differences

E.        E.1.4.5: Understand personal qualities and motives

Bell Work:

1) Writing section of bell work: reflect and respond to the following statement:

A) “Can a stranger from one generation say much that is helpful to members of another generation standing on a different doorstep in time?  Just as a life is a particular life, so a generation lives in its own unique time.” –Bill Moyers

B) *What kinds of advice would Olaudah Equiano give to you from so many years ago?

C) *Which things have changed the most between your generation and your parents’ generation?  Explain.

D) *What kind of advice would you give the next generation?

Class Work: Honors & Regular: 

1) Students will take unit 1 vocabulary quiz. Place note cards on desks for 4 points credit.

2) Students will begin watching Amistad and the movie relationship to the short story by Equiano. Discuss timeline, map and characters before the movie.

Homework: Regular and Honors

1. Complete Unit 2 Vocabulary: synonyms and antonyms and Choosing the Right Word

 

 

Week Two, Day 5

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical narrative, slave narrative, primary source

B.   2.4.7: experience events in history

C.   E.1.4.5: interpret

D.   E.1.4.5:recognize differences

E.   E.1.4.5: Understand personal qualities and motives

Bell Work:

All:    1) Students will read funny Friday facts.

2) Students will correct vocabulary Unit 1: completing the Sentence and Vocabulary in Context.

Class Work: Honors & Regular: 

1)     Students will finish reading the short story The Interesting Narrative of the Life of Olaudah Equiano, page 17. Honors: Students will correct Grammar and Vocabulary worksheet assigned from last night’s homework.

2)    Regular: students will complete Grammar and Vocabulary worksheet for The Interesting Narrative of the Life of Olaudah Equiano.

3)    Students will review parts of speech as seen in power point presentation. (if internet is available).

4)    Students will read their outside reading book quietly.

Homework: Regular and Honors:

1) Study for Unit 1 Quiz: parts of speech, accent mark, spelling, definitions, synonyms and antonyms. REMEMBER: 4 points added to quiz if review note cards are completed prior to quiz!!

 

 

Week Two, Day 4

Captain Kopacz; English III and Honors

A.   E.1.4.1: historical narrative

B.   2.4.7: experience events in history

C.   E.1.4.5: interpret

D.   E.1.4.5:recognize differences

E.   E.1.4.5: Understand personal qualities and motives

Bell Work:

All: 1) Discuss questions from from La Relacion, by Alvar Cabeza de Vera, page 72. 

2)    Students will complete SAT worksheet-sentence structure. Graded.

 

Class Work: Honors & Regular: 

1)     Students will take Quiz on La Relacion. When you are finished please turn in quiz and answer sheet.

2)    Students will review parts of speech as seen in power point presentation.

3)    Students will read The Interesting Narrative of the Life of Olaudah Equiano, page 17.

Homework:

Regular

1)     Unit 1: Completing the Sentence and Vocabulary in Context.

Honors:

1)     Unit 1: Completing the Sentence and vocabulary in Context

2)    Vocabulary and Grammar worksheet based on The Interesting narrative of the Life of Olaudah Equino.

 

 

Captain Kopacz, English III (Honors)

Week 2, Day Three

A.  E.1.4.1: historical narrative

B.  2.4.7: experience events in history

C.  E.1.4.5: interpret

D.  E.1.4.5: recognize differences

E.   E.1.4.5: Understand personal qualities and motives

F.   Writing Strategies

Bell Work:All:

1)      Students will correct vocabulary Unit 1, synonyms and antonyms and choosing the right word.

2)      Students will discuss answers to questions on page 42: numbers 1 and 2; page 46: All Comprehension Check questions, and 3 in Think Critically. (Literature Section). 4th period needs to finish 2nd story.

Class Work:All

1)      Students will take notes based on Noun Power point.(Grammar Section)

2)      Respond to the following prompt: Given the option to move to a new place and begin a new life, or stay in your present situation knowing that little will change, which would you choose? Explain. (Bell work section)

3)      Define Historical narratives, primary sources, historical narrative, page 70.

4)      Read from La Relacion, by Alvar Cabeza de Vera, page 72.

Homework:

Honors and Regular: You will have a quiz on La Relacion.

 

 

Capt. Kopacz, English III and English III Honors

Week 2, Day Two

 

Standards:             a. .2.2.1 identify cause and effect

b. 1.4.1: understanding and appreciating literary elements: personification, folk tale, trickster tale

Bell Work:

All:

1)      SAT Skills Worksheet: Sentence Structure and finding errors. Correct when finished.

Class Work:

All:

1) Grammar: (Grammar sect): List the Parts of Speech

2) Students will define literary terms in literature section under definitions, words may be found on page 39.

      A. Define folk tale

      B. Define Trickster tales

      C. Define Personification

3) Students will complete Personification worksheet and correct

4) Begin reading Coyote and Buffalo and Fox and Coyote and Whale. Complete questions on page 42: numbers 1 and 2; page 46: All Comprehension Check questions, and 3 in Think Critically. (Literature Section).

 

Homework:

Honors: Synonyms and Antonyms and choosing the right Word for Unit 1

Regular: Synonyms and Antonyms and choosing the right Word for Unit 1

 

 

Capt. Kopacz, English III (Honors)

Week 2, Day One

 

Standards:             a. .2.2.1 identify cause and effect

                  b. 1.4.1: understanding and appreciating a myth and creation myth.

Bell Work:

All:

1)      Skills Worksheet: Word Choices. Read article quietly and answer questions and Writing activity in your bell work sect. (label skill: Word Choice).

2)      Students should place supplies on desk and teacher will check off list of supplies for employability grade.

 

Class Work:

All:

1) Grammar: (Grammar sect): List the Parts of Speech

2) Begin Unit 1 vocabulary, review words.

3) Students will take notes, page 39.

      A. Define folk tale

      B. Define Trickster tales

      C. Define Personification

4) Begin reading Coyote and Buffalo and Fox and Coyote and Whale.

 

Homework:

Honors: Complete Completing the Sentence, Synonyms and Antonyms for Unit 1

Regular: Complete Completing the Sentence, synonyms and antonyms for Unit 1

 

 

English III Agenda: Week 1, Day 4

Captain Kopacz

Standards:       a. .2.2.1 identify cause and effect

                        b. 1.4.1: understanding and appreciating a myth and creation myth.

Bell work:

  1. Teacher will collect any late signed syllabus forms from students for employability grade.

  2. Students will place pictures on their desks.

Class work:

All:

1.      Students will attempt to place all class pictures in a cause and effect manner to relate to  

the definition of a creation myth.

2.      Students will follow teacher presentation of the different creation myths from the different continents.

Homework:

All:

  1. Students will begin creating their own creation myths. The story should use the concept of cause and effect and write at least 5 paragraphs. This should be written in blue or black pen on loose leaf, or typed.

 

 

          English III Agenda: Week 1, Day 3

Captain Kopacz

Standards: a. .2.2.1 identify cause and effect

                   b. 1.4.1: understanding and appreciating a myth and creation myth.

                  

Bell work:

1. Teacher will collect late signed syllabus forms from students for employability grade.

2.  Students will discuss the different versions of how the world was created.

 

Class work:

1.     Students will read the myth: The World on the Turtles Back, page 25 in the Literature book.

2.     Discuss the literary term of cause and effect and how it relates to the story. Define myth and creation myth as found on page

Homework:

1. Think of one section of the myth: The World on the Turtles Back, and create a drawing using white paper.  On the back of the paper, explain how the picture relates to the story.

 

         

English III Agenda: Week 1, Day 2

Captain Kopacz

Standards:       a. cause and effect

                        b. Myth and creation myth

                        c. analogy and grammar comprehension

Bell work:

  1. Teacher will collect signed syllabus forms from students for employability grade.
  2. Students will complete Grammar worksheet as a review, correct.
  3. Some students will finish Brain works survey if not completed.

 

Class work:

  1. Students will complete Cultural Awareness worksheet and then discuss the different answers.
  2. Discuss the literary term of cause and effect

Homework:

1. Students will write at least three different versions of how the world was created. It can be scientific, religious, mythology, etc.