SC State Standards

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.

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I will show I can do this by…

• Reviewing the expectations of Ms. Gibson’s classroom/class.
• Completing the Student Inventory Assignment.

Daily Agenda (Condition)

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1. Welcome to English
1. Review of the Google Classroom/Lessons
2. English 3 Honors Syllabus
1. Please read the syllabus carefully with your parent(s)/guardian(s). Once you have read the syllabus, please ask your parent(s)/guardian(s) to sign the forms below.
2. Complete the Student Inventory Assignment
• Attached in Google Classroom

1st Day of School- Monday

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• To acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.
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I will show I can do this by…

• Reviewing the expectations of Ms. Gibson’s classroom/class.
• Completing the “I Am From” Poem

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Guided Notes
• English 3 Honors Syllabus
• “I Am From” Poem Assignment
• Autobiographical poetry
• Printed and written. NO computers allowed

Tuesday

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• To acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.

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I will show I can do this by…

• Reviewing the expectations of Ms. Gibson’s classroom/class.
• Presenting the “I Am Poem”
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Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Guided Notes
• Library Visit *Need to book a visit*
• Book Review Project
1. Will be completed throughout the course.
2. Will be due at the end of the semester!
• Read “I Am From” Poetry OR select a part of the poem to discuss.

Wednesday

I am learning…

• Create a timeline project that delves into the selected time period analyzing culture, literature, and defining features of a time period; in other words, how does history impact writing.
• Summarize and paraphrase text to support comprehension and understanding
• Use critical thinking skills to investigate, evaluate, and synthesize a variety of sources to obtain and refine knowledge
• Create a timeline project to analyze and explain complex ideas and information.
• Demonstrate command of standard English grammar and conventions when writing.

I will show I can do this by…

• Completing the Timeline Project.

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Guided Notes
• Introduce Timeline project (Research Project)
• Class time to work on project
• Each student will have a “job” to complete the project.
• Grading Rubric
• Project Presentations:
• Major Grade
• Early Finishers:
• SSR: Read your library book for book review.

Thursday, Friday, Monday

(3 Day Project With Presentations)

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• To analyze Early American Literature– Native American Myths while making inferences.

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I will show I can do this by…

• Reading background information and “Earth on Turtle’s Back” Creation Myth.

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Guided Notes
• Read through– The history of Native Americans and creation myths/literary devices.
• Write a summary of the background information/history you have read. Turn it in the box.
• Reading pages 4-20 of textbook copies
• Historical information
• Read “Earth on Turtle’s Back”
• Answer questions on page 19 and 20

Tuesday-Wednesday

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• To analyze Early American Literature

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I will show I can do this by…

• Reading background information and “Earth on Turtle’s Back” Creation Myth.

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Guided Notes
• Read Native American Literature, “ A Native American Story of a Mole” and “Origin of Strawberries” then analyze the three myths that have been read.
• Native American Myth Analysis

Thursday

I am learning…

• To organize and communicate ideas through a range of formats to engage a variety of audiences.
• Identify and annotate texts to discover the allusions, archetypes, and the theme.

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I will show I can do this by…

• Composing a creation myth using archetypes, allusion, and elements of a story.

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Workbook- nouns
• Review Yesterday’s Assignment on NA Myths
• Creation Myths:
• Guide/Outline
• RUBRIC: Myth/Narrative Project
• Work on the Narrative/Creation Myth that should be 1.5-2 of well-developed pages that include setting, plot, theme, archetypes, and allusions.
• Refer to the Myth Analysis that we completed in class.

Friday, Monday, Tuesday

2-3 Days

Learning Targets: I am learning to…(Content)

1. Recognize and identify Puritan history in relation to American history as it relates to literature.
2. Compare and contrast NA literature/beliefs to Puritan literature/beliefs.
3. To write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
4. Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

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I will show content mastery by…(Criteria)

1. Analyzing and responding to the History of Puritanism.
2. Completing Puritan task cards using prior knowledge and research.
3. Completing notes.
4. Completing the bell ringer and vocabulary

Daily Agenda (Condition)

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• Bell Ringer:
• Grammar Workbook
• History of the Puritan time period in
• America (17th century)
• Guided Notes
• How Puritan are you? Activity

Wednesday

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• To analyze Historical Narratives: “Of Plymouth Plantation.”

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I will show I can do this by…

• Reading and analyzing Bradford’s historical narrative.

Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Grammar Workbook
• Read “Of Plymouth Plantation” in the textbook pages 80-90
• Answer analysis questions provided in the copy of the textbook.
• Review as a class

Thursday- Friday

I am learning…

• Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• Recognize and identify Puritan history in relation to American history as it relates to literature.
• Evaluate and critique how an author uses words, phrases, and text structures to craft text.
• Analyze and annotate a poem for meaning and purpose through literary devices.

I will show I can do this by…

• Annotating and analyzing Bradstreet’s poem for literary devices and author’s tone.
• Answering TDQs

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Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Grammar Workbook
• Puritan Literature Quiz
• Form
• REVIEW Anne Bradstreet: Review additional background information
• Read Anne Bradstreet’s poem, “To My Dear and Loving Husband,” and analyze for literary devices, Puritan Plain Style, etc.
• Answer TDQs

THEN:

1. Read, analyze, and discuss “Upon the Burning of Our House,” by Anne Bradstreet, annotate, and complete the analysis handout.
1. Assignment/Guided Reading/Analysis questions
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Monday-Tuesday

I am learning…

• To analyze a text for meaning and literary devices.
• To write a literary analysis with literary devices.
• To format a paper using MLA format.
• Analyze and annotate a poem for meaning and purpose through literary devices.

I will show I can do this by…

• Annotating and analyzing Bradstreet’s poem for literary devices and author’s tone.
• Writing a literary analysis in MLA format

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Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Grammar Workbook
• How to cite using MLA format
• Notes
• Poetry Literary Analysis Bradstreet’s poems “To My Dear and Loving Husband” and “Upon the Burning of Our House.”
• Major Grade

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Wednesday- Friday (3 Days)

I am learning…

• To cite evidence to explain and justify reasoning
• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
• Evaluate and critique how an author uses words, phrases, and text structures to craft text

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I will show I can do this by…

• Analyzing “Sinners in the Hands…”
• Identifying literary devices.

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Daily Agenda (Condition)

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• Bell Ringer:
• Grammar Workbook
• View the Handout on Background
• Read “Sinners…” while annotating.
• “Sinners in the Hands of an Angry God” Discussion Questions.

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Monday

I am learning…

• To cite evidence to explain and justify reasoning
• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
• Evaluate and critique how an author uses words, phrases, and text structures to craft text
• Write arguments to support claims with clear reasons and relevant evidence
• To identify rhetorical devices in persuasive texts.

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I will show I can do this by…

• Annotating and analyzing“Sinners…”
• Identifying ethos, pathos, and logos.

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Daily Agenda (Condition)

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• Bell Ringer: Grammar Workbook
• Mini Lesson on Ethos, Logos, and Pathos
• Assessment on Ethos, Logos, Pathos

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Tuesday

I am learning…

• To cite evidence to explain and justify reasoning
• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
• Evaluate and critique how an author uses words, phrases, and text structures to craft text
• Write arguments to support claims with clear reasons and relevant evidence
• To identify rhetorical devices in persuasive texts.

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I will show I can do this by…

• Annotating and analyzing“Sinners…”
• Identifying ethos, pathos, and logos.

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Daily Agenda (Condition)

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• Bell Ringer: Grammar Workbook
• Complete the Rhetorical Devices Handout
1. Turn in before the end of class.
2. Identify the rhetorical devices in “Sinners in the Hands of an Angry God.”

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Wednesday

I am learning…

• To cite evidence to explain and justify reasoning
• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
• Evaluate and critique how an author uses words, phrases, and text structures to craft text
• Write arguments to support claims with clear reasons and relevant evidence
• To identify rhetorical devices in persuasive texts.
• How specific ideas or events develop and interact within a particular social, cultural, or political context
• Analyze the background of The Crucible in relation to the time period.
• Relate The Crucible themes to real-life scenarios and historical events.

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I will show I can do this by…

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• Completing the Webquest

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Daily Agenda (Condition)

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• Bell Ringer: Parts of Speech
• Grammar Workbook
• Complete the Webquest attached in Google Classroom.

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Thursday

Learning Targets:

I am learning to…(Content)

1. How specific ideas or events develop and interact within a particular social, cultural, or political context
2. Analyze the background of The Crucible in relation to the time period.
3. Relate The Crucible themes to real-life scenarios and historical events.
4. Cite evidence to explain and justify reasoning.

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I will show content mastery by…(Criteria)

1. Completing the Bell Ringer
2. Analyzing the background information of The Crucible and time period.
3. Completing the guided notes..

Daily Agenda (Condition)

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• Bell Ringer: Grammar Workbook
• Background of The Crucible
• Complete the guided notes.
• “The Salem (and Other) Witch Hunts” Common Lit Assignment
• Complete on paper

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Friday-Monday

Learning Targets:

I am learning to…(Content)

• How specific ideas or events develop and interact within a particular social, cultural, or political context
• Analyze the play for purpose.
• Cite evidence to explain and justify reasoning.
• Analyze character development/characterization.

I will show content mastery by…(Criteria)

• Reading The Crucible.
• Annotating in the textbook while answering analysis questions.

Daily Agenda (Condition)

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*Make sure you have finished the background notes and Commonlit Article.

• Bell Ringer: Inferences Mini Lesson
• Copy these notes in your journal/notebook for future reference.
• Mrs. Goff WILL check these next Thursday upon her return.
• Complete character chart WHILE reading.
• Character Chart.
• Make a copy.
• MAJOR GRADE
• Review rules on how to cite plays in MLA.
• Read Act 1 of The Crucible
• While reading, annotate in your textbook and answer guided reading questions.
• Inference questions
• Annotations

*You are to annotate in your textbook. If you have NOT been given textbooks, read the following PDF while taking notes (annotations) on a piece of paper)

Tuesday, 9/16- Friday, 9/19

Learning Targets:

I am learning to…(Content)

• Evaluate how an author’s choice of point of view or perspective shapes style and meaning within and across literary texts.
• Relate The Crucible themes to real-life scenarios and historical events.
• Cite evidence to explain and justify reasoning.
• Make inferences to support comprehension
• Collaborate with others and use active listening skills

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I will show content mastery by…(Criteria)

• Answering Text-Dependent Questions.

Daily Agenda (Condition)

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• Bell Ringer:
• Sentence Types
• Guided notes
1. Complete the guided notes FIRST.
• Act 1 Quiz
• Locked Browser but can use notes/annotations
• Complete Student Workbook, Act 1 ONLY
• Workbook Check

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***Complete the character chart while reading.

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Monday, 9/22 - Tuesday, 9/23

Learning Targets:

I am learning to…(Content)

• Evaluate how an author’s choice of point of view or perspective shapes style and meaning within and across literary texts.
• Relate The Crucible themes to real-life scenarios and historical events.
• Cite evidence to explain and justify reasoning.
• Make inferences to support comprehension
• Collaborate with others and use active listening skills

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I will show content mastery by…(Criteria)

• Completing the Blame Chart
• Citing textual evidence

Daily Agenda (Condition)

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• Bell Ringer:
• Sentence Types
• Practice Mastery
• Act 1 Hysteria Blame Chart Activity
• Who is to blame for the hysteria happening in Salem?

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***Complete the character chart while reading.

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Wednesday, 9/24

Learning Targets:

I am learning to…(Content)

• Evaluate how an author’s choice of point of view or perspective shapes style and meaning within and across literary texts.
• Relate The Crucible themes to real-life scenarios and historical events.
• Cite evidence to explain and justify reasoning.
• Make inferences to support comprehension
• Collaborate with others and use active listening skills

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I will show content mastery by…(Criteria)

• Identify characterization
• Read Act 2

Daily Agenda (Condition)

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• Bell Ringer:
• Sentence Types Practice
• Semicolons and Colons Practice
• Guided Notes
• Mini Lesson: Characterization
• Reminder of Assessment: Character Chart
• Analysis of characters
• Read Act 2 of the play The Crucible
• Complete Act 2 Student Workbook

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***Complete the character chart while reading.

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Thursday, 9/25- Friday, 9/26

Learning Targets:

I am learning to…(Content)

• Evaluate how an author’s choice of point of view or perspective shapes style and meaning within and across literary texts.
• Relate The Crucible themes to real-life scenarios and historical events.
• Cite evidence to explain and justify reasoning.
• Make inferences to support comprehension
• Collaborate with others and use active listening skills

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I will show content mastery by…(Criteria)

• Identify characterization
• Read Act 2

Daily Agenda (Condition)

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• Bell Ringer:
• Semicolons and Colons Practice
• Guided Notes
• Mini Lesson: Characterization
• Reminder of Assessment: Character Chart
• Analysis of characters
• Read Act 2 of the play The Crucible
• Complete Act 2 Student Workbook

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***Complete the character chart while reading.

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Monday, 9/29- Wednesday, 10/1

Learning Targets:

I am learning to…(Content)

1. Evaluate and critique key literary elements that enhance and deepen meaning within and across texts
2. Identify and analyze a text for irony.

I will show content mastery by…(Criteria)

• Completing the bell ringer.
• Completing the diary entry and irony analysis
• Analyzing Act 2.
• Completing the character chart.

Daily Agenda (Condition)

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• Bell Ringer:
• Parallel Structure
• Guided Notes and Practice
• Diary Entry
• Share entry
• Mini Lesson on Irony
• Act 2 Irony Analysis Activity
• On Google Classroom.

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***Complete the character chart while reading.

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Thursday, 10/2

Learning Targets:

I am learning to…(Content)

• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts
• Demonstrate command of standard English grammar and conventions when writing
• Revise writing to improve clarity and enhance style appropriate to audience, purpose, and task
• Analyze a character and their action for deeper meaning.

I will show content mastery by…(Criteria)

• Grammar Test
• Proctor/Danforth Close Reading.
• Completing the character chart.

Daily Agenda (Condition)

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• Bell Ringer:
• Act 2 Quiz
• Character Chart (major grade)
• Read Act 3
• Watch Act 3 of Stage Play
• Complete Act 3 Student Workbook
• On Google Classroom.
• Proctor and Danforth Close Reading Analysis of Act 3.

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***Complete the character chart while reading.

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Friday, 10/3

Learning Targets:

I am learning to…(Content)

• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts
• Demonstrate command of standard English grammar and conventions when writing
• Revise writing to improve clarity and enhance style appropriate to audience, purpose, and task
• Analyze a character and their action for deeper meaning.

I will show content mastery by…(Criteria)

• Grammar Test
• Proctor/Danforth Close Reading.
• Completing the character chart.

Daily Agenda (Condition)

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• Bell Ringer:
• Act 2 Quiz
• PS Practice
• PS Practice 2
• Read Act 3
• Watch Act 3 of Stage Play
• Complete Act 3 Student Workbook
• On Google Classroom.
• Proctor and Danforth Close Reading Analysis of Act 3.

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***Complete the character chart while reading.

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Friday, 10/3

Learning Targets:

I am learning to…(Content)

• Evaluate and critique key literary elements that enhance and deepen meaning within and across texts
• Demonstrate command of standard English grammar and conventions when writing
• Revise writing to improve clarity and enhance style appropriate to audience, purpose, and task
• Analyze a character and their action for deeper meaning.

I will show content mastery by…(Criteria)

• Grammar Test

Daily Agenda (Condition)

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1. Study Guide for Grammar Test on Friday

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Friday