WEEK 22: January 30-February 3, 2017     10 Honors English with Ms. Lohr and Ms. Ward






January 30

Stolid (adj)

Having or revealing little emotion or sensibility


Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.


  • I can make relevant observations and use my ideas and comments to relate the current discussion to broader themes or ideas.
  • Low/highs
  • Unit Take Off
  • Writing prompt: Have you ever had to censor yourself?
  • Four Corners: The students will be asked a number of controversial questions. The students will be asked to say whether or not they strongly agree, agree, disagree, or strongly disagree. Students will then be asked to discuss their         decisions.
  • What’s your opinion? Students will be asked a variety of questions, and they will be asked to stand on one side of the line or the other.


January 31

Melancholy (noun) a feeling of thoughtful sadness


Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest


  • I can integrate appropriate digital media in a strategic manner to improve my presentation
  • Low/highs         
  • Students will be split into groups. They will be asked to create a movie trailer of one of the four books: 1984, Fahrenheit 451, War of the Worlds, or A Time Machine.
  • Students will present their movie trailers to the class.
  • Students will be asked to vote on which book they want to read.
  • Students will be split up into groups, and students will be asked to create their own reading schedules.
  • Students will read their literature circle book.


February 1

Collate (verb) to assemble in proper sequence


Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text


  • I can paraphrase and summarize ideas.

  • Low/highs
  • Students will work with two Emily Dickinson poems
  • Students will identify meter, foot, and iambs.
  • Students will summarize the poem.  
  • Students will read their literature circle book.
  • Students will reread the two Emily Dickinson poems.


February 2

½ day for students

Proliferate (verb) to grow rapidly


Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


  • I can identify and compare poetic structure across two poems.

  • Low/highs
  • Follow up with Dickinson's poems
  • Students will complete a review activity to help their understanding of the poems
  • Students will read their literature circle books.


February 3

Incriminate (verb) to suggest that someone is guilty


Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.


  • I can work with peers to define the rules and roles necessary for collegial discussions and decision-making.
  • Low/highs
  • Students will meet with their reading groups, and they will discuss what they have read for the week.
  • Students will be given their final projects, and they will be asked to begin brainstorming their final projects.
  • Students will read their literature circle books.