Kate Hope’s Webpage

Course: English 10

Teacher: Mrs. Hope – Room A214

Telephone: 987-5973 ext. 5417

E-mail: khope@qcusd.org

Schedule
Syllabus

English 10 Calendar
July Aug Sep Oct Nov Dec Jan Feb Mar Apr May

Honors English 10 Calendar
July Aug Sep Oct Nov Dec Jan Feb Mar Apr May

Creative Writing Calendar
July Aug Sep Oct Nov Dec Jan Feb Mar Apr May

K. Hope – Class Schedule

1	English 10
2	Honors English 10
Advisory	Advisory
3	LUNCH
4	PREP
5	English 10
6	Honors English 10
7	Creative Writing

Course Syllabus

MATERIALS

Students are expected to bring the following materials to class daily.

1. Reading material (book, magazine, short story, poetry, newspaper).
2. A supply of writing utensils and paper.
3. A binder with pocket folders to keep paper, work, and notes.

CITIZENSHIP/CLASSROOM MANAGEMENT

Attendance: Given that it is a requirement of this course that students be active participants, full attendance is required. *However, if a student is absent, it is his/her responsibility to find out what assignments were missed. The School Policy will be strictly adhered to regarding tardies and unexcused absences.

*If an absence is unavoidable, a copy of the day’s lesson will be posted on the school’s webpage. Please note that lesson plans will change according to the needs of the class.

Grading: Current grades will be reviewed or handed out in class periodically.  Grades are based on the following point scale that is weighted categorically.  The student’s grade is cumulative for the semester. Late work is only accepted for 50% credit and must be turned in no more than ONE day late. All other late work will not be accepted – please submit assignments online when absences are unavoidable.

The grading scale is as follows: 
A= 90-100%
B= 80-89%
C= 70-79%
D= 60-69%
F = 0-59%

Extra Credit: Extra credit is given at the discretion of the teacher and may be offered on occasion.  Extra credit will only be offered to students with a grade of 80% or better. Do not rely upon extra credit to change a low grade to passing.

Classroom Rules:

1. Respect yourself
2. Respect others, including their property, equipment and all furnishings in Mrs. Hope’s classroom.
3. Be on time and prepared for class.
4. Listen carefully and follow teacher instructions.

If a student chooses to break a rule:

1. 1^st time – Verbal Warning
2. 2^nd time – 2^nd Verbal Warning, Parent Contact
3. 3^rd time – Referral to administration
4. Serious incident – student is sent immediately to the office with a referral

English 10 – July 25-28 – Lesson Plans TOP

Vocabulary Open House 7-8:30	Grammar Open House	Writing Open House	Reading Open House
Hand out vocabulary E1 -go over words -test Fri.	Expectations w/ regard to work load, homework	Introductions Syllabus – DUE FRI	Book check-out -record barcode # -names in books
Review E1 -Act out each word	Daily exercises	“Goals” writing 1 page – What do you expect to gain from this class? What do expect to contribute? 1 academic, 1 social, 1 personal goal for the school year. DUE FRI	Read p. 17-19 Review parts of a story Read “Harrison Bergeron”
Review E1 -Create a sentence using each word	Daily exercises	Draft expository essay – What do coaches consider when choosing their players? Statistically, do coaches only choose the best players, or do they let everyone play?	Review literary elements from Harrison Bergeron
Test E1 If students score 100%, they are exempt from test next week	Daily exercises -turn in syllabus -turn in “Goals” writing assign.	Continue working on expository essay – time in class to write rough draft – DUE MON for workshop	Read “Searching for Summer” p. 31-37 Chart the lit. elements – students find

Mrs. Hope - English 10 – July 31- Aug 4 – Lesson Plans TOP

Vocabulary Vocabulary E1 Test Fri.	Vocabulary E1 -editing sentences	Review E1 -Act out each word	Review E1 -Create a sentence using each word -Editing sentences	Test E1
Grammar Review Lit. terms -theme -POV -characterization -setting -plot	Daily exercises – either journal or grammar bell work	Daily exercises either journal or grammar bell work	Daily exercises either journal or grammar bell work	Daily exercises either journal or grammar bell work
Writing Expository essay – show RD for pts. -Read through quietly to self -Trade with a classmate to edit	Workshop expository essay -Continue with peer editing -Trade with another person -Rewrite RD	Workshop expository essay -Read through and make final changes -trade with a classmate as needed	Complete any touch-ups on expository essay Final draft DUE FRI	Turn in Final draft of expository essay
Reading Read “By the Waters of Babylon” p. 43 Discuss Think Critically questions p. 53 – as a class	*Begin reading novel	Read “A Sound of Thunder” p. 72 -Discuss Ray Bradbury’s writing style and lit. elements Discuss Think Critically p. 82	*Novel	*Novel

Mrs. Hope –English 10 – Aug 7-11 – Lesson Plan

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E2 -Hand out words	Vocabulary E2 -Review – put into a sentence -Flashcards	Vocabulary E2 -Act-out words, putting them in a story	Vocabulary E2 -Study using flashcards	Vocabulary E2 TEST If students receive 100%, they are exempt from the test next week!!
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Essay Structure: Hand back graded essays and begin to revise	Hand out persuasive example essays  Discuss Bradbury’s writing style, both in short stories and in F451.	Begin drafting Persuasive Essay – Which story holds the most powerful warning for this generation? Revised expository DUE	Continue drafting	Persuasive RD due
Reading Read “There will Come Soft Rains” p. 87 Read -F451	Read F451	Read “The Pedestrian” Read F451	Read F451	F451 through p. 65

Mrs. Hope –English 10 – Aug 14-18 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E2 -study flashcards quietly, then create sentences	Vocabulary E2 -come up with a story using words	Vocabulary E2 -put words into sentences	Vocabulary E2 -study flashcards, then write out a sentence for each word	Vocabulary E2 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing -Hand back graded essays -Revision workshop	Continue to workshop on writing	P. 101 #8 -Remind students of 3 stories they read -At least 1 paragraph response	Begin outline for persuasive Compare/Contrast activity – hand out	Cause and effect activity -Students simulate a situation -Come up with situations in groups -Write them out
Reading Read “Dial Versus Digital” p. 108 -discuss Read -F451	Discuss non-fiction reading Read “Once More to the Lake” HW: Questions at the end of the chapter Read F451	Read “Montgomery Boycott” p. 126 Read F451	Read F451	F451 through p. 100

Mrs. Hope –English 10 – Aug 21-25 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E3 -study flashcards quietly, then create sentences	Vocabulary E3 -come up with a story using words	Vocabulary E3 -put words into sentences	Vocabulary E3 -study flashcards, then write out a sentence for each word	Vocabulary E3 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  6 traits: Ideas and Content -examples on overhead Organization -practice with mini essay (1 paragraph at a time)	6 traits: Voice -Read Sarah Byrnes 1^st ch. -Discuss what it means to include voice Conventions -wksht add punctuation, caps, proper usage	Begin writing science fiction story RD due tomorrow	-writing workshop in class	Final draft due MONDAY
Reading Read -F451	Read F451	-offer examples of great science fiction Read F451	Read F451	F451 through p. 165

Mrs. Hope –English 10 – Aug 28-Sept 1 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E3 -study flashcards quietly, then create sentences	Vocabulary E3 -come up with a story using words	Vocabulary E3 -put words into sentences	Vocabulary E3 -study flashcards, then write out a sentence for each word	Vocabulary E3 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  Review lit. elements, go over matching exercise Persuasive Essay due	Review figurative language using wksht handout	Make predictions -as you read, take notes on setting, characters, important statements, and title	Write about a cultural conflict you have experienced, or a time you were embarrassed by your parents/family	Review “Dear Diary” entries -Share with the class J
Reading Read “No Witchcraft for Sale” p. 150 -create a character sketch -explanation of theme Read -F451	Read F451	Read “The Son from America” p. 159 Read F451	Read “Fish Cheeks” p. 184 -List details of girl’s emotional response -Create a “Dear Diary” as her character of before the meal, then after she spoke with her mom. Finish reading F451	Final exam on Fahrenheit 451

Mrs. Hope –English 10 – Sept 5-8 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary LABOR DAY NO SCHOOL	Vocabulary E4 -hand out new vocabulary sheets -go through each word -begin creating flashcards	Vocabulary E3 -put words into sentences	Vocabulary E3 -study flashcards, then write out a sentence for each word	Vocabulary E3 TEST
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  NO SCHOOL	Begin Writing a 1 page narrative (telling about yourself) on “my earliest childhood memory” POV: 1^st person	Continue writing narrative -sensory imagery and figurative language	Editing workshop -continue writing narrative	1 page narrative DUE TODAY
Reading  NO SCHOOL	Read through p. 140 in F451	-make a plot summary J of F451 thus far in the novel Read “Piano” -Discuss -find sensory imagery by drawing the figure of the man writing the poem	Read F451 through the end. Read “Those Winter Sundays” p. 230	Discuss the end of the novel Final exam on F451 Read “Sonnet 18” and “Sonnet 30”p. 234, 235

Mrs. Hope –English 10 – Sept 11-15 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E4 -Create a story using each word -go around the class and call on individual students to respond	Vocabulary E4 -Have students write a story for homework, including all 20 words	Vocabulary E4 -put words into sentences -review synonyms/ antonyms	Vocabulary E4 -study flashcards, then write out a sentence for each word	Vocabulary E4 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  Turn in 1 page narrative – final draft Continue working on plot summary for Fahrenheit 451	Turn in plot summary for Fahrenheit 451	Read p. 284-5 Drama: Character Dialogue Stage Directions Plot	HW: Label each type of character from “The Bear” p. 288	Turn in HW from “The Bear”
Reading  Finish reading Fahrenheit 451, prepare for final exam on the novel tomorrow	Final exam on Fahrenheit 451	Begin reading “The Bear” in class	Finish reading “The Bear” in class	Read “The Californian’s Tale” p. 304

Mrs. Hope –English 10 – Sept 18-22 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E5 Hand out new list of words Go through each word for understanding HW: Create a story using 5 vocabulary words	Vocabulary E5 -Put words into sentences, using each appropriately HW: Create a story using 5 more vocabulary words	Vocabulary E5 -Review synonyms/ antonyms HW: Create a story using 5 vocabulary words	Vocabulary E5 -study flashcards, then write out a sentence for each word HW: Create a story using 5 vocabulary words	Vocabulary E5 TEST Vocabulary story DUE
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing -Discuss poetry: form, sound devices, figurative language -Create a poem describing a typical mealtime at your house, including sensory imagery using figurative language (simile/metaphor)	-Explain the written form of a sonnet -Write a sonnet in the same rhyme scheme as the English (Shakespearean) abab cdcd efef gg With 3 quatrains and a couplet	-Give background on Sylvia Plath and her writing -Make predictions about the story -Discuss what students thought of Millicent at the end of the story	-Discuss the elements of Plot: internal conflict, cause/effect and sequence of events within the story -answer questions #3 and 5 at the end of the story	-Complete wksht for “One Thousand Dollars” and answer questions 1-3 at the end of the story
Reading Read and discuss “Piano” and “Those Winter Sundays” p. 229-30	Read and discuss “Sonnet 18” and “Sonnet 30” p. 234-5	Read and discuss “Initiation” by Sylvia Plath p. 399	Read and discuss “One Thousand Dollars” p. 388	Continue reading “One Thousand Dollars” p. 388 -Discuss

Mrs. Hope –English 10 – Sept 25-29 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E5 HW: Create a story using 5 vocabulary words	Vocabulary E5 -Put words into sentences, using each appropriately HW: Create a story using 5 more vocabulary words	Vocabulary E5 -Review synonyms/ antonyms HW: Create a story using 5 vocabulary words	Vocabulary E5 -study flashcards, then write out a sentence for each word HW: Create a story using 5 vocabulary words	Vocabulary E5 TEST Vocabulary story DUE
Grammar Daily review as bell work Take notes on proofreading procedures	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing -Discuss poetry analyses – hand out example analysis -Create an analysis of “Dover Beach” – be specific on representation of meaning -I page typed or handwritten, due Wednesday	-Create a poetry analysis of 3 works from the handout. –include the form (pattern) within the poem (rhyme scheme, etc.)	-From the packet, find just one poem that you relate to, or that interests you – in groups of 2, create a visual representation (ex. If the poem is about things in the world, be creative in making a globe including colored details, etc.) -Project due Wednesday, October 4th	-Continue working on visual representation	-In-class notes on writing an introduction paragraph
Reading Continue reading and analyzing “Dover Beach” by Matthew Arnold - handout	Read through each poem – select 3 that interest you – begin creating your analyses	Read select poems from handout packet of poetry. Discuss various poets, options for project.	Read “The Californian’s Tale” p. 304 Discuss Mark Twain’s writing and various events in the story	Read Chicken Soup story

Mrs. Hope –English 10 – Oct 2-6 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E6 Hand out list of new vocabulary words Go over words and definitions	Vocabulary E6 -Put words into sentences, using each appropriately	Vocabulary E6 -Review synonyms/ antonyms	Vocabulary E6 -study flashcards, then write out a sentence for each word	Vocabulary E6 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Feather Circle with writing assignment from Friday – (read the first page of any book, and creatively finish the story)	Discuss TONE Interpret the tone that Poe uses in “A Tell Tale Heart”	Present poetry visual projects to the class Discuss “Memoir” (biographical sketch) – create a Personal Memoir using symbols that represent YOU	Write your Personal Memoir	Present Personal Memoirs to the class
Reading Share stories from Friday aloud with the class – Feather Circle discussion	Read through “A Tell Tale Heart” by Edgar Allen Poe, as a class	POETRY VISUAL DUE	Use magazines to find pictures to paste onto Personal Memoir -Be creative!	Present Personal Memoir to the class

Mrs. Hope –English 10 – Oct 23-27 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E6 Review the words from before break -Emphasis on review this week	Vocabulary E6 -Put words into sentences, using each appropriately	Vocabulary E6 -Review synonyms/ antonyms	Vocabulary E6 -study flashcards, then write out a sentence for each word	Vocabulary E6 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Discuss heritage and respect for others’ backgrounds	How does Judith Wright express her heritage/culture? Hand out criteria for heritage research project – explain, notes HW: Interview family members about heritage/family culture – bring in notes you gathered	Notes on Works Cited - examples Heritage Essay DUE Friday, Nov 3rd	Library Research Day (1^st and 5^th) More citing sources examples HW: Continue to find information on your heritage	Library Research Day (5^th only) Explain options for introduction in an essay (handout for reference) Hand out basic setup for essay (formatting) Set up prewriting and begin drafting organization
Reading Read “The Teacher who Changed my Life” p. 485	Read “Bora Ring” p. 496, but first discuss pre-reading and Judith Wright	Use newspaper to find and report on (summarize) an informational article	Research in the library	Research in the library

Mrs. Hope –English 10 – Oct 30-Nov 3 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E6 Review the words -Emphasis on review this week	LATE START Vocabulary E6 -Put words into sentences, using each appropriately	LATE START Vocabulary E6 -Review synonyms/ antonyms	LATE START Vocabulary E6 -study flashcards, then write out a sentence for each word	Vocabulary E6 TEST
Grammar Daily review as bell work – AIMS review	Daily review as bell work – AIMS review	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Computer Research Day (1^st only) Continue writing rough draft	Finish writing rough draft HW: If rough draft not completed in class, it must be done at home tonight	P. 616 in lit. book – Review the structure of a business letter. Write a political letter to a senator or representative in which you explain what should be done with political prisoners.	Continue working on political letter. Discuss who the senators and state representatives are – mail out!	Heritage Essay DUE (final draft) EX.CR.: Self-selected novel about a person facing adversity/a challenge. Prepare a book talk. Due before Nov. 15^th
Reading Work on finding information on family in library computer lab.	Read “The Pit and the Pendulum” p. 561 Discuss suspense and imagery	Finish reading “The Pit and the Pendulum” p. 561	Brief explanation about Elie Wiesel and Night Read Night as a class p. 594 (Memoir)	Discuss Japanese Internment Camps in the US shortly following the bombing of Pearl Harbor. Read “Farewell to Manzanar” p. 603

Mrs. Hope –English 10 – Nov 6-10– Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E7 Hand out list of words	Vocabulary E7 -Put words into sentences, using each appropriately	Vocabulary E7 -Review synonyms/ antonyms	Vocabulary E7 TEST	VETRANS’ DAY NO SCHOOL
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	VETRANS’ DAY NO SCHOOL
Writing -Hand out and discuss Group Essay persuasive writing prompt on propositions – RD due Monday, Nov. 13^th	In groups, begin working on drafting process – assign a paragraph to each group member -outline	Continue working on drafting and introduction of RD	Write rough draft – if not done with your assigned paragraph, it is homework RD DUE Mon.	VETRANS’ DAY NO SCHOOL
Reading Notes and lecture on the Elizabethan period. Discuss Shakespearean times. Discuss and assign characters Begin reading Julius Caesar p. 690 Act I, Scene I, 2	Notes and lecture on different types of Shakespearean plays – tragedy -Qualities of a tragic hero. Read Julius Caesar Act I, Scenes 2, 3	Discuss the elements of a play, including soliloquy, aside, rhetoric, dramatic irony Read Julius Caesar Act I, Scene 3 and Act II, Scene 1 Reminder: Extra credit reading assignment due one week from today (Nov. 15^th)	Hand out options for Julius Caesar projects. Feel free to get started on research now. Due the week of Dec. 4^th. Read Julius Caesar Act II, Scene 1 and 2 Reminder: RD persuasive essay DUE Monday	VETRANS’ DAY NO SCHOOL

Mrs. Hope –English 10 – Nov 13-17 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E7 Hand out list of words	Vocabulary E7 -Put words into sentences, using each appropriately	Vocabulary E7 -Review synonyms/ antonyms	Vocabulary E7 -study flashcards, then write out a sentence for each word	Vocabulary E7 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Writing workshop for persuasive essay -follow all 6 traits of writing -group editing, suggestions	Continue writing workshop for persuasive essay -follow all 6 traits of writing -group editing, suggestions	In class, begin writing final draft – final product should be 5 handwritten pages stapled together to make one whole essay	In class, continue writing final draft – DUE FRI	Final draft of Persuasive Essay DUE. Work on answering study guide questions pertaining to Julius Caesar.
Reading Read Julius Caesar Act I	Read Julius Caesar Act I and II	Read Julius Caesar Act II	Read Julius Caesar Act II and III	Read Julius Caesar Act III

Mrs. Hope –English 10 – Nov 20-22 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary No vocabulary	No vocabulary	No vocabulary	THANKSGIVING HOLIDAY NO SCHOOL	THANKSGIVING HOLIDAY NO SCHOOL
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY
Writing “My Legacy” packet Answer study guide questions pertaining to Julius Caesar.	Think of a food you hate. Now imagine that you have been put in charge of a multi-million dollar advertising campaign to promote this food. Write a tempting description of the food and a basic commercial.	Write exact and explicit instructions on how to tie your shoes. Imagine that you are explaining to someone who is blind and you are not allowed to touch them to illustrate the steps. Answer study guide questions pertaining to Julius Caesar.	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY
Reading Read Julius Caesar	Read Julius Caesar	Read Julius Caesar	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY

Mrs. Hope –English 10 – Nov 27-Dec 1 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E8 Hand out list of words	Vocabulary E8 -Put words into sentences, using each appropriately	Vocabulary E8 -Review synonyms/ antonyms	Review Vocabulary E8 for test tomorrow	Vocabulary E8 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Write a letter of apology to Ms. Perez – friendly letter format.	Apology letter DUE in final draft format	Complete study guide questions Julius Caesar Project DUE	Complete study guide questions	Complete study guide questions
Reading Read through Act II, Scene II in Julius Caesar Read “Lalla” p. 330, #1,2,4,5 on p. 343 due Friday Read “Brigid” p. 317 #1,2,4,5 on p. 326 due Friday	Act II, Scene Iv in Julius Caesar	Act III – work through study guide questions	Finish reading Act III – finish through #48 on study guide	Act IV, Scenes I and ii in Julius Caesar Bookwork questions DUE

Mrs. Hope –English 10 – Dec 4-8 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E8 Continue reviewing list of words	Vocabulary E8 Put words into sentences, using each appropriately	Vocabulary E8 Review synonyms/ antonyms	Review Vocabulary E8 for test tomorrow	Vocabulary E8 TEST
Grammar Daily review as bell work Review the elements of a STORY	Daily review as bell work Review the elements of PLOT	Daily review as bell work Review types of CHARACTERS	Daily review as bell work Review the elements of drama	Daily review as bell work Review POEM structure
Writing Assume the role of one of the characters (J.C.) and write a cautionary letter or memo to Brutus, Antony, or Caesar.	Continue writing from the perspective of one of the characters from J.C.	Benchmark testing in class	Benchmark testing in class	Edit and revise Cautionary letter
Reading Julius Caesar – begin reading Act Iv, Scenes 1, 2, and 3	Review reading and fill in study guide questions	Begin Act V – read aloud in class (Julius Caesar)	Finish reading Julius Caesar – continue working on filling in the study guide	Review the play and take the final exam on Julius Caesar Julius Caesar study guide due

Mrs. Hope –English 10 – Jan 8-12 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out vocabulary E9 Read through and begin practicing words. 20 flashcards due tomorrow.	Bell work practice for vocabulary E9 – create sentences using vocabulary words.	Synonyms – bell work practice for vocabulary E9	Antonyms – bell work practice for vocabulary	Vocabulary E9 test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Mini-lesson on Time Management, making/maintaining a personal weekly calendar (due every Tuesday), and organizing a notebook. Hand out blank weekly calendars for students to begin filling in.	Brainstorm examples of fig.lang. as if in preliminary stages of writing a story	Begin writing a minimum 15-line poem using at least 5 examples of fig.lang. The poem topic options: “Life as a Teenager” “My friends and their drama” or “After high school…”	Continue work on figurative language poems in class.	Figurative Language poems DUE
Reading Figurative language mini-lesson including examples of figures of speech from “Why You Say It”	Read “Birches” by Robert Frost as a class/find the fig.lang.	Students may find examples from “Why You Say It”	Ex. Credit: Choose any fiction literature and prepare a book talk – DUE February 5th	Begin creating flashcards for literary terms. Students need to keep these with them throughout the semester.

Mrs. Hope –English 10 – Jan 16-19 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary NO SCHOOL	Review vocabulary E9 – Flocabulary mnemonic rhyming to retain words and definitions.	Synonyms – bell work practice for vocabulary E9	Antonyms – bell work practice for vocabulary	Vocabulary E9 test #2
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing NO SCHOOL	Hand out literary interpretation writing rubric “The Blue Heron”	Begin writing interpretive essay on “The Blue Heron”	Find examples of symbolism in “The Blue Heron”  -this should be included in interpretive essay	Rough draft of interpretive essay DUE
Reading NO SCHOOL	Discuss symbolism in written text. Ex: Boo Radley (symbolizes mystery, unknown) Read through chapter 3 in class	Read TKAM	Read TKAM	Read through chapter 5 in class.

Mrs. Hope –English 10 – Jan 22-26 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out Vocabulary E10 – go through words definitions	Review vocabulary E10 with Flocabulary: mnemonic rhyming to retain words and definitions.	Synonyms – bell work practice for vocabulary E10	Antonyms – bell work practice for vocabulary E10	Vocabulary E10 Test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Continue working on RD of interpretation essay	RD Check – writing workshop, peer editing	Discuss realism p. 868	Writing workshop, peer editing	Final Draft due Monday
Reading Quiz Ch 1-3 (period 5) Begin working on TKAM study guide	Quiz Ch. 1-3 (period 1) Work on TKAM study guide	Read “The Witness for the Prosecution” Classroom discussion of TKAM events	Watch Scottsboro video	Watch Scottsboro video

Mrs. Hope –English 10 – Jan 29-Feb 2 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E10 review Complete at least 3 flocabulary rhymes for Tues.	Review vocabulary E10 – come up with sentences using each word	Synonyms – bell work practice for vocabulary E10	Antonyms – bell work practice for vocabulary E10	Vocabulary E10 Test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Complete study guide questions through ch. 8	Brief discussion, then watch The Scottsboro Boys’ Trial video	Finish watching the Scottsboro Boys’ Trial video	Discuss realism and British judicial system	Discuss responses to “The Witness for the Prosecution”
Reading Read TKAM – finish chapter 8	Read TKAM and complete study guide questions	Read TKAM and complete study guide questions	Read “The Witness for the Prosecution” p. 873 as a class. HOMEWORK: FINISH READING AND ANSWER THE QUESTIONS ON THE BOARD	Read through p. 136 in To Kill a Mockingbird

Mrs. Hope – English 10 – Feb 5-9 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out Vocabulary E11 list – go over each word as a class	Review vocabulary E11 – come up with sentences using each word Flocabulary for memorization	Synonyms – bell work practice for vocabulary E11	Antonyms – bell work practice for vocabulary E11	Vocabulary E11 Test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Fill out study guide through chapter 9 in TKAM	Complete study guide questions through chapter 12 as homework	In class essay writing as preparation for AIMS writing test.	Continue writing in-class essay – final draft DUE today.	Study Guide questions through chapter 15 Class discussion regarding the novel
Reading Begin reading chapter 10 in TKAM	Read through chapter 12 in TKAM	Read through material/rubric with which AIMS is scored using.	Extra credit opportunity: Read a book about a hero and prepare a book talk – DUE Feb. 22^nd (Thurs)	Read through chapter 15

Mrs. Hope – English 10 – Feb 12-16 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Review Vocabulary E11 list	Review vocabulary E11 – come up with sentences using each word Flocabulary for memorization	Synonyms – bell work practice for vocabulary E11	Antonyms – bell work practice for vocabulary E11	Vocabulary E11 Test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Finish writing final drafts of essays – DUE today in class	Begin outlining for AIMS practice essay - begin writing tomorrow. Students need to be thinking about topics and organization strategies for essay	Begin in-class essay writing. Only hand-in a draft of essay. Be sure to use a dictionary for spelling and usage.	Discuss Heroic Tradition p. 1015-1019: myth and legend	Heroic Tradition p. 1015-1019
Reading Read And of Clay Are we Created p. 984 and write about author’s style through diction, imagery, sentence structure, and tone. (HOMEWORK)	Read TKAM in class – through chapter 16. Class discussion on the novel	Continue reading TKAM when finished with in-class writing	Begin reading Antigone	Read and discuss Antigone

Mrs. Hope – English 10 – Feb 20-23 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary NO SCHOOL	Hand out vocabulary E12 – go over words on list	Synonyms – bell work practice for vocabulary E12	Antonyms – bell work practice for vocabulary E12	Vocabulary E12 Test #1
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing NO SCHOOL	Continue working on study guide for Antigone as the class progresses in the play Fill in questions for TKAM on study guide	Go over study guide for TKAM through chapter 18	Students give Booktalks for extra credit
Reading NO SCHOOL	Homework: Read Antigone, Scene 1 and complete study guide questions Read TKAM in class	Homework: Read Antigone, Scene 2 and complete study guide questions Read TKAM silently	Homework Read Antigone, Scene 3 and complete study guide questions Read TKAM through chapter 19	Homework: Read Antigone, Scenes 4 & 5 and complete the study guide Quiz on TKAM ch. 13-19 BE PREPARED!!

Mrs. Hope – English 10 – Feb 26-March 2 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary E12 list – go over each word as a class	Review vocabulary E12 – come up with sentences using each word	Synonyms – bell work practice for vocabulary E12	Antonyms – bell work practice for vocabulary E12	Vocabulary E12 Test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Discuss requirements for AIMS writing (tomorrow) Complete quizzes from Friday (TKAM)	Complete TKAM study guide through ch. 21 Write character synopses	Discuss courtroom battle between Atticus and witness, Mayella Ewell– Q: What are the implications of white woman accusing black man?	Complete TKAM study guide through ch. 24 Quiz on ch. 20-23	Complete TKAM study guide through ch. 25 over the weekend
Reading Review Antigone study guide packet and discuss the events/excerpts of the play as a class. HW: Read Antigone, Scene 4 and complete study guide questions	Read TKAM chapters 20 & 21 HW: Read Antigone, Scene 5 and complete study guide questions	Read TKAM chapter 22	Read TKAM chapters 23 & 24	Read TKAM through chapter 25

Honors English 10 – July 25-28 – Lesson Plans TOP

Vocabulary Open House 7-8:30	Grammar Open House	Writing Open House	Reading Open House
Hand out vocabulary E1 -go over words -test Fri.	Expectations w/ regard to work load, homework	Introductions Syllabus – DUE FRI	Book check-out -record barcode # -names in books
Review E1 -Act out each word	Daily exercises	“Goals” writing 1 page – What do you expect to gain from this class? What do expect to contribute? 1 academic, 1 social, 1 personal goal for the school year. DUE FRI	Read “Harrison Bergeron” -Find literary elements
Review E1 -Create a sentence using each word	Daily exercises	Draft expository essay – What do coaches consider when choosing their players? Statistically, do coaches only choose the best players, or do they let everyone play?	Read “Searching for Summer” p. 31-37 Students point out lit. elements in the story
Test E1 If students score 100%, they are exempt from test next week	Daily exercises -turn in syllabus -turn in “Goals” writing assign.	Continue working on expository essay – -create a graphic organizer time in class to write rough draft – DUE MON for workshop	Find a science fiction/fantasy book to read -2 weeks to prepare a book-talk

Mrs. Hope – Honors English 10 – July 31-Aug 4 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E1 -Continue to study using flashcards and creating sentences	Vocabulary E1 -Act out words	Vocabulary E1 -Put them into a sentence	Vocabulary E1 -Study using flashcards	Vocabulary E1 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Expository essay workshop -Read through on own -Trade with a classmate to edit -Reread	Continue work on expository workshop -each stud. should trade with at least 3 ppl. for editing	Final draft due Thursday – type at home tonight	Turn in final draft of essay	-Discuss questions 1, 2, and 5 on p. 82 (from “A Sound of Thunder”)
Reading Introduce literature circles -Explain duties -Book talk each novel -Have students come up and choose their book/groups	Read “By the Waters of Babylon” p. 43 -Questions 1, 3-6	If time, students may read their lit. circle novels	Read “A Sound of Thunder” p. 72	Lit. circle meeting – discuss 1^st section of your novel with your group - 25 minutes

Mrs. Hope –Honors English 10 – Aug 7-11 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E2 -Hand out words	Vocabulary E2 -Review – put into a sentence -Flashcards	Vocabulary E2 -Put them into a sentence	Vocabulary E2 -Study using flashcards	Vocabulary E2 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Essay Structure: Hand back graded essays and begin to revise Discuss Bradbury’s writing style in short stories	Hand out persuasive example essays  Revised expository DUE	Draft Persuasive Essay – Which story holds the most powerful warning for this generation?	Graphic Org. for persuasive	Persuasive RD due -Workshop persuasive essay  -trade papers and edit  -revise, revise, revise Persuasive (final) Essay DUE Monday
Reading Read “There will Come Soft Rains” p. 87	Read “The Pedestrian”	Time to read lit. circle book quietly	Lit. circle meeting #2	Read Lit. Circle books

Mrs. Hope –Honors English 10 – Aug 14-18 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E2 -study flashcards quietly, then create sentences	Vocabulary E2 -come up with a story using words	Vocabulary E2 -put words into sentences	Vocabulary E2 -study flashcards, then write out a sentence for each word	Vocabulary E2 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Hand back graded essays -Confer with classmates, read through, opp. To ask questions for clarification -Continue writing persuasive outline/begin RD	Workshop persuasive essay -trade papers with at least 3 people	Final draft persuasive due	Compare/Contrast activity – hand out Cause and effect activity -Students simulate a situation -Come up with situations in groups -Write them out	Cause and effect activity -Have students write out scenarios/
Reading HW: Read “Dial Versus Digital” p. 108 -discuss HW: How does this story relate to Ray Bradbury’s work? 2 Paragraphs with specific examples	3^rd meeting for lit. circles Reassign group duties for final meeting – the book should be completed	Discuss non-fiction writing Read “Montgomery Boycott” p. 126 Hw: answer the questions at the end of story	Time to read lit. circle books	4^th (and final) meeting for lit. circles Turn in all work from each group member

Mrs. Hope –Honors English 10 – Aug 21-25 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E3 Go over new words, review HW: Create flashcards (20)	Vocabulary E3 -come up with a story using words	Vocabulary E3 -put words into sentences	Vocabulary E3 -study flashcards, then write out a sentence for each word	Vocabulary E3 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Writing contest stipulations 6 traits – Go through each	Show examples of voice from F451 Begin drafting science fiction story HW: RD due Wed.	Class workshop RD science fiction	Continue to workshop RD science fiction	Final draft science fiction DUE (This may be your writing contest paper or not) Writing contest essay DUE MONDAY
Reading Begin reading A Separate Peace Offer a brief overview of the novel	Read S.P.	Read S.P. Quiz on the reading	Read S.P.	Read through p. 66 in A Separate Peace Quiz on the reading

Mrs. Hope –Honors English 10 – Aug 28-Sept 1 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E3 Go over new words, review HW: Create flashcards (20)	Vocabulary E3 -come up with a story using words	Vocabulary E3 -put words into sentences	Vocabulary E3 -study flashcards, then write out a sentence for each word	Vocabulary E3 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Turn in Writing contest essays Draw from bucket: theme, plot, setting, p.o.v., characters	Continue writing story using what was drawn from the bucket  - be sure to use them all! (Jumble story)	Figurative language: simile, metaphor, alliteration, personification, imagery, allusion, symbolism, hyperbole	Time to work on Jumble story	Jumble story due
Reading Read S.P.	Read “No Witchcraft for Sale” p. 150 -Discuss theme, characters, setting, pov, plot Read S.P.	Read S.P.	Read “Fish Cheeks” p. 184 -List details of girl’s emotional response -Create a “Dear Diary” as her character of before the meal, then after she spoke with her mom. Finish reading F451 Read S.P.	Read through p. 120 in A Separate Peace

Mrs. Hope –Honors English 10 – Sept 5-8 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary LABOR DAY NO SCHOOL	Vocabulary E4 Hand out new vocab words HW: Create flashcards (20)	Vocabulary E4 -put words into sentences	Vocabulary E4 -study flashcards, then write out a sentence for each word	Vocabulary E4 TEST
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  NO SCHOOL	Complete study guide questions through chapter 8	Citing sources notes: -MLA format -APA  format	Research procedures/criteria 1940s -Students sign-up for their research project topic	Library research/computer day -internet -encyclopedias -journals -magazines -interviews
Reading NO SCHOOL	When finished with quiz, read S.P. through chapter 8.	Hand in study guide *Quiz on chapters 4-8	Read through chapter 10 -discuss WWII times	Read S.P. through chapter 11 -discuss

Mrs. Hope –Honors English 10 – Sept 11-15 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E4 -Go around the room and have each student create a sentence using vocab words – create a story	Vocabulary E4 -Create a story using all 20 words as homework	Vocabulary E4 -put words into sentences	Vocabulary E4 -study flashcards, then write out a sentence for each word	Vocabulary E4 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  Citing sources notes: -MLA format -APA  format Notes and practice sheet	Research procedures/criteria 1940s -Students sign-up for their research project topic	Library research/computer day -internet -encyclopedias -journals -magazines -interviews	Library research/computer day -internet -encyclopedias -journals -magazines -interviews	Library research/computer day -internet -encyclopedias -journals -magazines -interviews
Reading  Read through ch. 9 in A Separate Peace	Read p. 284-5 Drama: Character Dialogue Stage Directions Plot Read through ch. 10	Begin reading “The Bear” in class p. 288 HW: Finish reading “The Bear”, and label each type of character Read through ch. 11	Read through ch. 12	Finish the novel, including all work on the story guide Final exam on the reading Monday

Mrs. Hope –Honors English 10 – Sept 18-22 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E5 -Hand out vocabulary words -Go around class and put words into sentences	Vocabulary E5 -Put words into sentences to check for meaning -Turn in completed flashcards	Vocabulary E5 -Create a story using each word	Vocabulary E5 -study flashcards, then write out a sentence for each word	Vocabulary E5 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  Research in the library Students may use the computer lab to find internet sources and magazine articles online	Research procedures/criteria 1940s -Students sign-up for their research project topic	Library research day -internet -encyclopedias -journals -magazines -interviews Use the computers	Library research day -internet -encyclopedias -journals -magazines -interviews Use the computers	Library research day -internet -encyclopedias -journals -magazines -interviews Use the computers
Reading  Read through all study guides and review the novel -Discuss the ending as a class	Finish reading and plot summary for final exam tomorrow	Use resources within the text of your research paper Final exam for A Separate Peace	Begin typing works cited page and creating a rough draft of research paper	Continue typing research paper Continue using the library and computer lab as resources for citing sources

Mrs. Hope –Honors English 10 – Sept 25-29 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E5 -Go around class and put words into sentences	Vocabulary E5 -Put words into sentences to check for meaning	Vocabulary E5 -Create a story using each word	Vocabulary E5 -study flashcards, then write out a sentence for each word	Vocabulary E5 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing -Continue with research in the library/lab -Begin writing research report – students should have made considerable progress on rough draft at this point	-Continue with research in the library/lab Remember to cite all sources - Example  research report Edit the report as a class, then  take notes on editing and structure	-Continue with research in the library/lab Remember to cite all sources -Adding supporting details -Students correct the problem sentences	-Continue with research in the library/lab Remember to cite all sources -Using active versus passive voice in writing  - students correct the problem sentences	-Continue with research in the library/lab Remember to cite all sources -Improving Weak Sentences – students correct the problem sentences
Reading Use sources to contribute information to research project Reminder: students have until Friday to complete the assigned mural	Use sources to contribute information to research project	Work on works cited – time to ask/answer questions regarding form/structure	Use sources to contribute information to research project -Be sure to include all sources used in works cited	A Separate Peace mural DUE

Mrs. Hope –Honors English 10 – Oct 2-6 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E5 TEST (postponed from Friday)	No vocabulary	No Vocabulary	No Vocabulary	No Vocabulary
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Work in the lab/library completing research project and paper	Work in the lab/library completing research project and paper -Student presentations	Research paper DUE -Student presentations	-Student Presentations	-Student Presentations
Reading	Permission slip DUE for author visit	QC Library guest speaker – booktalk -Monday after Oct. break (Oct.23, author visit

Mrs. Hope –Honors English 10 – Oct 23-27 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E6 Hand out new vocabulary list Go over each word	Vocabulary E6 Act out vocabulary words	Vocabulary E6 Create sentences pertaining to vocabulary words	Vocabulary E6 Review synonyms and antonyms	Vocabulary E6 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing -Explain assignment that goes along with literature circles -In your groups, create a brochure about the novel you are reading	-How does Judith Wright express her heritage/culture? -Discuss heritage and respect for others’ backgrounds -Write 1 page about your family heritage/ background	-Discuss informational  (expository text) -Find two articles in the newspaper and write an outline that each journalist may have created before finalizing his or her article. Outline each paragraph including each topic covered within each article.	-Become the journalist – find an event happening either on campus or in the East Valley that is print-worthy -Have event approved -Begin taking notes (outlining) on the event that you have chosen	-Report on this event in an expository/ informational article -include all pertinent details -Stay focused and on-topic
Reading Choose a novel for literature circles – 1st Literature Circle meeting -  assign pg #s and discussion duties	Read “The Teacher who Changed my Life” p. 485	-Select carefully and read through the news articles you have chosen – make sure it is possible to create an outline for articles	Research local events Library Computer Lab	2nd Literature Circle meeting – discuss ideas and research for the brochure

Mrs. Hope –Honors English 10 – Oct 30-Nov 3 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E6 Review list	AIMS – LATE START Vocabulary E6 Act out vocabulary words	AIMS – LATE START Vocabulary E6 Create sentences pertaining to vocabulary words	AIMS – LATE START Vocabulary E6 Review synonyms and antonyms	Vocabulary E6 TEST
Grammar Daily review as bell work – AIMS review	Daily review as bell work – AIMS review	Daily review as bell work – AIMS review	Daily review as bell work – AIMS review	Daily review as bell work – AIMS review
Writing Continue with writing workshop on heritage paper (1 page handwritten) Work on lit. circle duties and organization of brochure.	Discuss suspense, setting, character as it pertains to “The Pit and the Pendulum”	Discuss suspense, setting, character p. 616 – Begin preparing a business letter – write to a senator or state representative in which you explain what should be done with political prisoners.	Continue working on letter – peer editing workshop	Create final draft of letter to senator or state representative – mail out!
Reading Discuss situational irony Read “Two Friends” p. 547 EX CR: Self-selected novel about a person facing adversity or a challenge. Prepare a book talk. Due before Nov. 9^th.	2^nd Literature Circle meeting Begin reading “The Pit and the Pendulum” p. 560	Read “The Pit and the Pendulum” p. 560 If not finished in class, finish reading for homework	Read “Farewell to Manzanar” p. 603, then begin work on letter (political prisoners).	3rd Literature Circle meeting

Mrs. Hope –Honors English 10 – Nov 6-9 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E7 Review list	Vocabulary E7 Act out vocabulary words	Vocabulary E7 Create sentences pertaining to vocabulary words	Vocabulary E7 TEST	VETRANS’ DAY NO SCHOOL
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	VETRANS’ DAY NO SCHOOL
Writing Shakespeare presentation in the library.	Begin drafting process -outline essay using information for or against the proposition of your choice.	Write introductory paragraph, begin work on RD. Finish working on persuasive rough draft as homework.	RD of Persuasive Proposition essay DUE	VETRANS’ DAY NO SCHOOL
Reading Notes and lecture on the Elizabethan period. Discuss Shakespearean times. Discuss and assign characters Begin reading Julius Caesar p. 690 Act I, Scene I, 2	4^th and final literature circles meeting Brochure DUE Notes and lecture on different types of Shakespearean plays – tragedy -Qualities of a tragic hero. Read Julius Caesar Act I, Scenes 2, 3	Discuss the elements of a play, including soliloquy, aside, rhetoric, dramatic irony Read Julius Caesar Act I, Scene 3 and Act II, Scene 1	Extra Credit reading assignment DUE – students present to the class. Hand out options for Julius Caesar projects. Feel free to get started on research now. DUE the week of December 4^th. Read Julius Caesar Act II, Scene 1 and 2	VETRANS’ DAY NO SCHOOL

Mrs. Hope –Honors English 10 – Nov 13-17 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E7 Review list	Vocabulary E7 Act out vocabulary words	Vocabulary E7 Create sentences pertaining to vocabulary words	Vocabulary E7 Review synonyms and antonyms	Vocabulary E7 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Classroom writing workshop for persuasive essay Read through aloud	Peer editing and remarks for persuasive essay Discuss persuasion techniques	Continue with peer editing and remarks for persuasive essay	Persuasive Final draft DUE	Work on answering study guide questions pertaining to Julius Caesar
Reading Read Julius Caesar Act I and II	Read Julius Caesar Act II	Read Julius Caesar Act II and III	Read Julius Caesar Act III	Read Julius Caesar Act III and IV

Mrs. Hope –Honors English 10 – Nov 20-22 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary No vocabulary	No vocabulary	No vocabulary	THANKSGIVING HOLIDAY NO SCHOOL	THANKSGIVING HOLIDAY NO SCHOOL
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY
Writing  Creative Writing: Write a short story which includes words that will make your reader feel freezing cold. Remember to appeal to all five senses.	Think of a food you hate. Now imagine that you have been put in charge of a multi-million dollar advertising campaign to promote this food. Write a tempting description of the food and a basic commercial.	Write exact and explicit instructions on how to tie your shoes. Imagine that you are explaining to someone who is blind and you are not allowed to touch them to illustrate the steps.	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY
Reading Read Julius Caesar	Read Julius Caesar	Read Julius Caesar	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY

Mrs. Hope –Honors English 10 – Nov 27-Dec 1 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E8 Hand out list of words	Vocabulary E8 -Put words into sentences, using each appropriately	Vocabulary E8 -Review synonyms/ antonyms	Review Vocabulary E8 for test tomorrow	Vocabulary E8 TEST
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing  Write a letter of apology to Ms. Perez – friendly letter format.	Apology letter DUE in final draft format	Complete study guide questions Julius Caesar Project DUE	Begin writing persuasive essay for Julius Caesar	Complete final exam for Julius Caesar
Reading Read Julius Caesar through Act III	Read Julius Caesar Act IV, Scenes i and ii	Read Julius Caesar Act Iv, Scenes iii and iv	Present Julius Caesar projects to the class	Complete final exam for Julius Caesar

Mrs. Hope –Honors English 10 – Dec 4-8 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E8 Review list of words	Vocabulary E8 Put words into sentences, using each appropriately	Vocabulary E8 Review synonyms/ antonyms	Review Vocabulary E8 for test tomorrow	Vocabulary E8 TEST
Grammar Daily review as bell work Review the elements of  STORY	Daily review as bell work Review the elements of PLOT	Daily review as bell work Review types of CHARACTERS	Daily review as bell work Review the elements of DRAMA	Daily review as bell work Review POEM structure
Writing Write a cautionary letter to Brutus, Caesar, or Antony from the perspective of one of the other characters from the play	Continue writing from the perspective of one of the characters from J.C.	Benchmark testing in class	Benchmark testing in class	Edit and revise Cautionary letter
Reading Review Julius Caesar notes and study guide, then take the final exam on Julius Caesar	Read “I Have a Dream” Discuss Persuasion in writing and speaking	Benchmark testing	Benchmark testing	Review persuasive strategies Examine commercial ads

Mrs. Hope –Honors English 10 – Jan 8-12 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out vocabulary E9 Read through and begin practicing words. 20 flashcards due tomorrow.	Bell work practice for vocabulary E9 – create sentences using vocabulary words.	Synonyms – bell work practice for vocabulary E9	Antonyms – bell work practice for vocabulary	Vocabulary E9 test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Mini-lesson on Time Management, making/maintaining a personal weekly calendar (due every Tuesday), and organizing a notebook. Hand out blank weekly calendars for students to begin filling in.	Brainstorm examples of fig.lang. as if in preliminary stages of writing a story	Begin writing a minimum 15-line poem using at least 5 examples of fig.lang. The poem topic options: “Life as a Teenager” “My friends and their drama” or “After high school…”	Figurative Language poems DUE	Begin creating flashcards for literary terms. Students need to keep these with them throughout the semester.
Reading Figurative language mini-lesson including examples of figures of speech from “Why You Say It”	Read “Birches” by Robert Frost as a class/find the fig.lang. Hand out “A Time to Kill” by John Grisham”	Students may find examples from “Why You Say It” Read “A Time to Kill”	Read “A Time to Kill” Ex. Credit: Choose any fiction literature and prepare a book talk – DUE February 5th	Read “A Time to Kill” Discuss chapters 2-3

Mrs. Hope –Honors English 10 – Jan 16-19 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary NO SCHOOL	Review vocabulary E9 – Flocabulary: mnemonic rhyming activity	Synonyms – bell work practice for vocabulary E9	Antonyms – bell work practice for vocabulary	Vocabulary E9 test #2
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing NO SCHOOL	Hand out assignment for interpretive essay – choose a short story/poem that affects humanity	Begin writing interpretive essay on chosen short story/poem	List and describe examples of symbolism in chosen reading	Rough draft of interpretive essay DUE
Reading NO SCHOOL	Skim short stories/poems in lit. book as research for interpretive essay	Discuss symbolism in reading/ written works	Read A Time to Kill	Read through Chapter 13 in A Time to Kill

Mrs. Hope –Honors English 10 – Jan 22-26 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out Vocabulary E10 – go through words and definitions	Review vocabulary E10 using flocabulary: mnemonic rhyming activity	Synonyms – bell work practice for vocabulary E10	Antonyms – bell work practice for vocabulary	Vocabulary E10 test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing RD Check  and review	Writing workshop, peer editing	Final draft DUE	Watch Scottsboro video	Watch Scottsboro video
Reading Classroom discussion of A Time to Kill Quiz Ch. 4-13 in A Time to Kill	Reading discussion	Discuss realism p. 868 Read “The Witness for the Prosecution”	Read through Ch. 20	Scottsboro video

Mrs. Hope –Honors English 10 – Jan 29-Feb 2 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E10 review Create 3 flocabulary rhymes	Review vocabulary E10 – come up with sentences using each vocabulary word	Synonyms – bell work practice for vocabulary E10	Antonyms – bell work practice for vocabulary	Vocabulary E10 test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Take notes on author study p. 920-1	Finish group work on “The Witness for the Prosecution” Respond to prompts on the board	Begin assignment: Autobiographical Incident: Write an essay describing a turning point in your life that was important to you (p. 948-52).	Create outline and first draft of autobiographical incident essay	Standup Quiz through chapter 33 in A Time to Kill
Reading Read author study on John Steinbeck p. 920-1 Read “The Flood”, excerpt from The Grapes of Wrath	Begin watching the Scottsboro Boys’ Trial video Take notes on video	Continue watching the Scottsboro Boys’ Trial video Take notes on video	Read time A Time to Kill	Read through chapter 33 in A Time to Kill

Mrs. Hope –Honors English 10 – Feb 5-9 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Hand out Vocabulary E11 – go over all words as a class	Review vocabulary E11 – come up with sentences using each vocabulary word Flocabulary for memorization	Synonyms – bell work practice for vocabulary E11	Antonyms – bell work practice for vocabulary	Vocabulary E11 test #1
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing In-class essay writing as preparation for AIMS Final draft DUE Friday (typed)	Continue writing outline and rough draft of in-class essay (Biographical Incident)	Complete rough draft in class today – final draft DUE Friday	Work on writing final draft at home tonight – due tomorrow	FINAL DRAFT of Biographical Incident essay DUE
Reading Read through chapter 34 by Thursday	A Time to Kill Read through chapter 34 by Thursday	Read “And of Clay are we Created” p. 984 and give examples of style through: Diction, sentence structure variation, tone, and imagery	Quiz on A Time to Kill through chapter 34 Extra Credit: Read a book about a hero and prepare a booktalk: DUE Feb. 22^nd (Thurs)	Read “The Leap” by Louise Erdrich p. 1001

Mrs. Hope –Honors English 10 – Feb 12-16 - Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Review Vocabulary E11	Review vocabulary E11 – come up with sentences using each vocabulary word Flocabulary for memorization	Synonyms – bell work practice for vocabulary E11	Antonyms – bell work practice for vocabulary	Vocabulary E11 test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Discuss and outline Heroic Tradition p. 1015-1019: myth and legend	Heroic Tradition p. 1015-1019 for reference Begin outlining AIMS practice essay – begin drafting tomorrow.	Begin writing in-class essay. Only hand-in a draft of essay. Be sure to use a dictionary for spelling and usage.	Finish final draft of in-class essay	Discuss integral relationship b/t TKAM and A Time to Kill (Mockingbird movie Monday)
Reading Begin reading Antigone Quiz on A Time to Kill	Continue reading Antigone in class	Finish reading A Time to Kill final exam Friday	Final exam (open-book) for A Time to Kill	Mockingbird movie Monday

Mrs. Hope –Honors English 10 – Feb 5-9 – Lesson Plans

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary NO SCHOOL	Hand out Vocabulary E12 – go over words on the list	Synonyms – bell work practice for vocabulary E12	Antonyms – bell work practice for vocabulary	Vocabulary E12 test #1
Grammar NO SCHOOL	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing NO SCHOOL	Complete study guide questions for Antigone	TKAM Permission slips DUE In-class essay (AIMS writing and reading Feb 27 & 28)	Begin watching To Kill A Mockingbird	Watch To Kill a Mockingbird
Reading NO SCHOOL	Read Antigone, Scenes 4 & 5, and discuss Heroic Tradition	HW: Finish reading Antigone and complete study guide questions through the end of Scene 5	Book talks for extra credit	MOVIE

Mrs. Hope –Honors English 10 – Feb 26-March 2 – Lesson Plans TOP

Monday Tuesday        Wednesday        Thursday Friday

Vocabulary Vocabulary E12 – go over all words as a class	Review vocabulary E12 – come up with sentences using each vocabulary word	Synonyms – bell work practice for vocabulary E12	Antonyms – bell work practice for vocabulary	Vocabulary E12 test #2
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Watch Movie: To Kill a Mockingbird Discuss connections between Mockingbird and A Time to Kill	Watch Movie: To Kill a Mockingbird	Bridging activity: To Kill a Mockingbird versus A Time to Kill	Respond to information on Heroic Tradition as it pertains to King Arthur	Respond to information on Heroic Tradition as it pertains to King Arthur
Reading 2^nd Hour – Finish booktalk presentations Begin literature circles	Mockingbird movie	1^st Lit. Circle meeting	King Arthur reading selection Time to read lit. circle books	Read selection about King Arthur Be prepared for 2^nd mtg Monday

Mrs. Hope – Creative Writing – Lesson Plans

Mrs. Hope – Creative Writing – July 25-28 – Lesson Plans TOP

Journal “The one thing I love about being young is…”	“The person I would come to first during a crisis is…”	“If I were writing a book, the very first words would be…because”	“I wish I had…so that I could…”	“What I fear the most is…”
Writing Free verse writing -students choose their topic -discuss sensory details, line breaking, imagery	Continue working on free verse poems -make sure students remember expectations	Begin workshop on free verse poems -read through aloud -have a friend read and edit, make suggestions	Final draft of free verse poems -begin mounting poems onto construction paper -quilt them together	Finish with quilting activity -hang the class quilt on the wall
Reading Hand out examples of different styles of poems -discuss each one and understand the type/style of poetry	Bring in a poem that portrays a certain style of poetry (e.g. sonnet, ballad, end rhyme, limerick, haiku)	Share poems (HW), discuss the type of poetry	Mimic poem – use the poem you brought in to create one of your own – your poem needs to mimic the one you brought in – same style	Continue working on mimic poem

Mrs. Hope – Creative Writing – August 7-11 – Lesson Plans TOP

Journal Write about your feelings on conformity – are you one who wants to be like others, or do you try to go against the grain?	What is new and different about today for you?	“Give me a museum and I’ll fill it” -Pablo Picasso How can you relate this quote to your own life?	Create your own animal – draw the animal with detail.	7 years from now, how many (and who) of your friends do you expect to be in contact with – be realistic.
Writing Work on mimicking the style of the poem brought in	Workshop mimicking poetry	Explanation of Feather Circle activity Begin writing 1 page about a particular event in your life – “an event that has made you who you are”	Continue creating feather circle writing 1 page that tells the reader about a particular event – can be about anything…ex: “an event that has made you who you are”	Share Feather Circles: Narratives read aloud by each student while sitting in a circle, no applause, only compliments after ALL students have read
Reading Read “Angus Bethune” quietly individually – response to the creativity and style of Chris Crutcher	Maya Angelou – From “I Know Why the Caged Bird Sings Read as a class	Anne Sexton – read examples of poetry	Read aloud from short story journal	Read aloud from short story journal

Mrs. Hope – Creative Writing – August 14-18 – Lesson Plans

Journal Would you rather live in the middle of a huge city in a tiny condo, or would you prefer to live in the country with acres of land and nothing around? Why?	The way that I feel I help others is by…	The one person who truly knows me is…	The story/book/writer that has inspired me the most is…	Feather Circle: The event in my life that has most contributed to the person I have become is…
Writing Bob Marley’s “Concrete Jungle” exercise. -Students will define terms from their interp. -Students will tell what they think when shown various pictures -Play the song, “Concrete Jungle” -Write from personal interpretation of words/song/pics	-Have pics from yesterday still up -Students continue writing based on personal interp of pics -Play song again -Discuss students’ interpretations of Marley’s intentions with the lyrics	Each student draw out of a bucket: person, place, feeling, and one lit. element -Create a random poem, including each of these things	Begin work on rewriting poems/short stories to fill the writing portfolio Make a personalized writing portfolio	Create a poem as a class: each student will write a line that relates to the previous one. -This is a silent activity
Reading Read through Bob Marley’s “Concrete Jungle”	Read individual  interpretations of “Concrete Jungle” -Discuss the differences in interpretations	Share journal entries -Students tell why this person knows them so well…	Share random poems from yesterday -Class identifies the literary devices used in the poem	Read the class-created poem aloud

Mrs. Hope – Creative Writing – August 21-25 – Lesson Plans

Journal The way that I expand my mind every day is… (crossword puzzles, reading, writing poetry, writing short stories, sudoku, attending thought-provoking events, games with the family, etc.)	I feel appreciated by friends and family when…	Would you rather be stranded on a desert island with nothing but books to read, or would you prefer to live in a big city with no forms of entertainment (movies, video games, plays, computers, Ipods, etc.) available?	Every summer, I have a place I like to go…	Write the life story of the object you see on the podium.
Writing Begin writing a 1 page narrative that comments on a certain event using broad topics: -a scary time -a time you felt sorry for someone -a time you felt small -a time you were hurt -a positive family event	Continue writing narrative – remember to use descriptive language – SHOW, don’t tell	Take an article from today’s newspaper and begin writing an opinionated review of the ISSUES described in the article (not an analysis of the journalist’s writing style/ability)	Begin feather circle writing -1 page narrative -on any topic	Continue reading feather circle
Reading Read from Chinese Handcuffs aloud to the class	Read from short story collection	Read article from today’s newspaper	Once finished writing feather circle: -read aloud in a circle -no applause -only compliments after everyone has read	Continue reading feather circle stories

Mrs. Hope – Creative Writing – August 28-Sept 1 – Lesson Plans TOP

Journal My worst day…	My best day…	My favorite thing about fall is…	I know that I can change the world, maybe only in small ways, but maybe also in huge ways. What I would like to change in the world is…and the way I plan to go about this is…	Do not underestimate me…I can do great things…
Writing Write a story about one of your ancestors’ journeys/actions that has affected your life as it is now.	Continue working on story about ancestors	Ancestor’s story due	Show, don’t tell. Begin writing a 1-page narrative that comments on a certain event. Randomly choose from the bucket an event: a scary time, a time you felt sorry for someone, a time you felt small, a time you were hurt, a positive family event, etc.	Continue with 1-page narrative using same topic from yesterday
Reading Discuss the ways in which a play is put together. -characters, setting, plot, etc. Begin reading “Madame Butterfly” as a class HW: read through p. 15	Read “Madame Butterfly” Discuss what was read for homework	Quiz on “Madame Butterfly”	Read “Madame Butterfly” through p. 55	Read “Madame Butterfly” HW: Complete the story for Monday

Mrs. Hope – Creative Writing – Sept 5-8 – Lesson Plans

Journal “Why are you the way you are?” -Discuss	“What events have led you to act the way you act toward your group of friends?” -Discuss	Write about the most influential person in your life. This may be a family member, a friend, or even a celebrity. -Discuss	“How did you come to live in Queen Creek?” -Discuss	Create a list of villain characters…create a list of “good” characters – take from childhood movies/shows. -Discuss
Writing Create a character sketch for the two main characters. Tell what the characters do, say, what others say about them, what author states directly, and physical description.	Character Convention activity: describe all elements of a character (physical, emotional, and vital facts) so the writer can come into tune with who they are.	Create a 1-page narrative with the purpose of creating a character with a definite personality both physical and emotional. This must be a horror story from your perspective.	Continue writing 1-page narrative.	Use your list of villains to begin creating your own villain. Also, use your villain information sheet to begin writing. Save these for Monday.
Reading Introduce Edgar Allen Poe -Hand out “The Tell-Tale Heart” Begin reading individually.	Continue working on “The Tell-Tale Heart” character sketch.	Begin reading “The Murders in the Rue Morgue”.	Continue reading “The Murders in the Rue Morgue”.	Finish reading “The Murders in the Rue Morgue”.

Mrs. Hope – Creative Writing – Sept 11-15 – Lesson Plans

Journal Continue with your villain character…	Create a list of “good” characters – take from childhood movies/shows. -Discuss	Write 3 things your parents taught you when you were little that you still use today. -Discuss	Tell about a time when you were lost and couldn’t find your way back to where you needed to be.	Create a list of good introductions to a horror story.
Writing Finish working on quilting project on ancestor’s writing	Write your story from the villain’s perspective	Continue writing your villain story – at least 2 pages	Use “horror” words to fill-in wherever necessary in your villain story	Editing workshop for horror writing
Reading Continue reading “The Pit and the Pendulum”	Finish reading “The Pit and the Pendulum”	Begin reading “The Murders in the Rue Morgue”.	Continue reading “The Murders in the Rue Morgue”.	Finish reading “The Murders in the Rue Morgue”.

Mrs. Hope – Creative Writing – Sept 18-22 – Lesson Plans

Journal Throughout the course of your life, what has helped you to develop your sense of independence? -Discuss as a class	What type of work do you see yourself doing in the future? -Discuss	Describe your most stress-filled day… -Discuss as a class	Find a partner and create a horror story. Be sure to include “grotesque” horrible words, as well as  DETAIL, DETAIL, DETAIL	On a Saturday with nothing to do, what types of activities do you create for youself?
Writing Make additions to villain story, adding “your worse nightmare” to it.	Consider the horror movies you have seen and write out all scenes you can think of that could be added to your villain story.	Continue writing villain story, adding horror.	Combine your story with someone else’s story, thus creating a short story.	Present short stories to the class as a feather circle discussion.
Reading Begin reading Edgar Allen Poe’s, “The Murders at Rue Morgue”	Continue with reading and discuss comparison between this and the last two EAP stories we have read.	Discuss further elements of horror writing Descriptive words must always be used	Begin reading Stephen King short story “The Graveyard Shift”	Continue reading “The Graveyard Shift” Check for understanding Discuss the story, make predictions…

Mrs. Hope – Creative Writing – Sept 25-29 – Lesson Plans

Journal Evaluate your personal talents and natural abilities – how do you plan to incorporate your talents into your personal goals? -Discuss as a class	What is your best personal trait? -Discuss as a class	Is there a teacher who has inspired you to always exceed the expectations? -Discuss as a class	Which of your qualities would you like to better develop? -Discuss as a class	In your mind, who is the most accomplished person you know? Define what success means for this person… -Discuss as a class
Writing Students take notes on editing and	Stephen King preview – give background	Figurative language/Sensory imagery activity	Combine stories from yesterday with a partner – create a new premise	Read sensory stories aloud
Reading Finish reading “The Fall of the House of Usher” Edgar Allen Poe	Read “Villain” story as a feather circle discussion	Begin reading Stephen King short story	Continue reading Stephen King short story	Finish reading Stephen King short story

Mrs. Hope – Creative Writing – Oct. 2-6 – Lesson Plans TOP

Journal How could traveling enrich your life? What places have you seen? -Discuss as a class	Write a letter to a grandparent, letting them know how much you appreciate them – if no grandparent, write to another family member… -Discuss as a class	What are you looking forward to most in the upcoming break? -Discuss as a class	If you were a wild animal, what would you be? List some of the things you would do all day… -Discuss as a class	What is the most recent Disney movie you have seen? Who did you watch it with? -Discuss as a class
Writing Creative Characters Discuss characterization in short story writing	Creative Characters Fill out character sketch of self Begin drawing ‘self portrait’	Creative Characters Begin writing a story about character (self) Villain Portrait DUE	Creative Characters Continue writing short story	Character Convention!!! Students bring a food of their choice Everyone is given a name tag – walk around the room and fill out 4 character convention resumes (from classmates)
Reading Finish reading “The Fall of the House of Usher”	Read several examples of characterization (creating and developing a good character)	Oral presentation of Villain Portraits to the class	Read horror story, “Keys and Locks and Open Doors”	Character Convention!!!

Mrs. Hope – Creative Writing – Oct. 23-27 – Lesson Plans

Journal What do you see as the most pressing (urgent, important, etc.) local problem? Does this problem seem to be solvable? Why or why not? -Discuss as a class	If you could see anyone from your past, who would it be and why? -Discuss as a class	Imagine you are writing a story about a character who triumphs over adversity. Who is the character, and what does he or she do for a living? What is the adversity? (another character, a thing, such as a storm or life problem, etc.) -Discuss as a class	If you had an opportunity to see your future, would you want to? Why or why not? -Discuss as a class	What event made the news big-time this week? Are you following this event? Why or why not? -Discuss as a class
Writing Begin creating a “Slam” poem – students must follow explicit instructions on how to do this	Continue writing “Slam” poem	Lay the groundwork for story (character facing adversity)	Discuss mood and how it may or may not be affected by the words the author chooses – also, discuss how mood is affected by the way the story is read	Discuss climax – what is the climax of E. Glaskell’s short story? -In groups of 3, begin writing a scary story with an effective climax that in some way takes the reader by surprise.
Reading Read through the newspaper and find pressing issues in the news	In small groups (2-3), read “slam” poems aloud - remember that poems will be jumbled	Poetry Slam – Individually, get up in front of the class and read slam poem – use microphone and body language (hand gestures, etc.) Have a stage set up	Read “The Old Nurse’s Story” by Elizabeth Glaskell” Mood – Turn lights off, use flashlight to read, have scary music playing in the background…	Finish reading “The Old Nurse’s Story”

Mrs. Hope – Creative Writing – Oct. 30-Nov 3 – Lesson Plans TOP

Journal Tell about the scariest story you have ever read. Explain how it made you feel, and what in the story “got to you”.	LATE START – AIMS Write a dialogue between two people who are very angry with each other. Have the two people deal with and express their anger in different ways. Use no profanity.	LATE START – AIMS What problems would you have if all of the round objects in your life became square?	LATE START – AIMS Describe how being blind would change your life.	Write exact and explicit instructions on how to tie your shoes. Imagine that you are explaining to someone who is blind and you are not allowed to touch them to illustrate the steps.
Writing In pairs, create a scary short story with an effective climax that in some way takes the reader by surprise.	Continue creation of scary short stories in pairs.	Present scary stories in Readers’ Theater environment.	Outline the plot for story with a character facing adversity. Be sure to include all elements of plot – p. 17 in 10^th grade lit. book.	Continue working on story in which the character is facing adversity.
Reading Hand our and read through Word Painting Discuss examples, then create a word painting	Abstract subjects and concrete images. Read through example poem, then create poem in pairs on topic of choice.	Readers’ Theater: students present their stories using only their voices.	Continue with Readers’ Theater.	Read “Chicken Soup”

Mrs. Hope – Creative Writing – Nov 6-9– Lesson Plans

Journal Write a 250-500 word short story about a person who survived a hurricane but lost everything they owned.	Think of a food you hate. Now imagine that you have been put in charge of a multi-million dollar advertising campaign to promote this food. Write a tempting description of the food and a basic commercial.	“Down in the dumps” is an idiom. Write 5 other idioms and their meanings.	Write a short story which includes words that will make your reader feel freezing cold. Remember to appeal to all five senses.	VETRANS’ DAY NO SCHOOL
Writing Continue working on short story about character facing some sort of adversity.	Begin working on conclusion of story where the character is facing adversity. DUE Thursday RD of letters to students DUE	Computer lab to type letters to students	Adversity story DUE	VETRANS’ DAY NO SCHOOL
Reading Begin reading double-sided poems – these are poems with two columns of writing that the students read simultaneously in pairs.	Read various double-sided poems.	Create a double-sided poem on a topic of the students’ choice. DUE tomorrow	Perform double-sided poems in front of the class.	VETRANS’ DAY NO SCHOOL

Mrs. Hope – Creative Writing – Nov 13-17 – Lesson Plans

Journal Create an ending for your “adversity” story. 15 minutes.	You will be living on the International Space Station for 3 months. You are only allowed to bring one pound of personal items with you. What would they be and why? Give details.	List 5 possible “dinner disasters” (burnt food, undercooked spaghetti, etc). Write a story about the dinner disaster you consider the worst. 200-250 words.	Compose a letter to yourself to be read five or ten years from now. This letter should identify who you are now, what your interests are, what you hope to someday become, who is important to you, etc. Be detailed and descriptive about yourself.	You are at a theater viewing a very scary movie. Describe the reactions of 3 people in the theater who are reacting differently. Be clear and concise.
Writing Begin editing “adversity” story. In-class writing workshop.	Continue editing “adversity” story. In groups of 3 or 4, workshop “adversity” stories	Hand-write a final copy of “adversity” story. Turn it in to the 7^th Hour box.	Work on writing letter to yourself.	Begin editing and proofreading letter to yourself.
Reading Read through “Mayflies”. In groups, begin writing two-sided poems. Choose a topic relating to the “outdoors”.	In groups, continue working on creating two-sided poems.	Begin editing two-sided poems. Read in groups together.	Continue reading two-sided poems in class.	Complete a final draft of two-sided poems and read aloud in front of class.

Mrs. Hope – Creative Writing – Nov 20-22 – Lesson Plans

Journal How would you define the following terms? Freedom Responsibility Obligation Joy Friendship Work Play Love Trust	Would you accept twenty years of extraordinary happiness and fulfillment if it meant you would die at the end of that period? Why or why not? Give details.	If you found out that your best friend committed a serious crime, would you turn him/her in? Why or why not? Give details.	THANKSGIVING HOLIDAY NO SCHOOL	THANKSGIVING HOLIDAY NO SCHOOL
Writing Hand out “First Lines” worksheet – begin writing a creative short story from “first line” of your choice – write at least 250-300 words.	Editing and proofreading in class of “first line” short story – DUE TOMORROW	“First Line” short story DUE	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY
Reading In 10^th grade lit. book, read “Interview with Ray Bradbury” p. 84, as a class. Read through “There will Come Soft Rains” individually and complete short story analysis.	Continue working on short story analysis for “There will Come Soft Rains” – Turn in when finished.	Use Harris Burdick book to generate poems (students decide what type of poem) describing the scene.	THANKSGIVING HOLIDAY	THANKSGIVING HOLIDAY

Mrs. Hope – Creative Writing – Nov 27-Dec 1 – Lesson Plans TOP

Journal What conditions must exist before you trust someone or something?	“I believe everyone has the right to…” Finish the thought; be sure to include details and reasons for your decision.	Write a letter to the 10-year-old child you once were.	List 20 things that annoy you. Choose one and write about it. Give details.	Write for 10 minutes using, “I used to think…” as your starter.
Writing Review the aspects of a Shakespearean play, discuss the Elizabethan time period. Overview on the language used by Shakespeare	Continue discussing background information pertaining to Shakespearean times. Brief overview of each of the characters	Discuss the end of Act I	If time, discuss Act II	Short-answer quiz on reading through Act II
Reading Begin reading Shakespeare’s “Much Ado about Nothing”	Much Ado about Nothing – read through the end of Act I	Much Ado about Nothing – read Act II, Scenes i, ii, and iii.	Much Ado about Nothing – read through Act II	Much Ado about Nothing – read Act III, Scenes I and ii.

Mrs. Hope – Creative Writing – Dec 4-8 – Lesson Plans

Journal It was Erica Jong who said, “If you don’t risk anything, you risk more”. Write about what this means to you.	In 200-250 words, write about deceit.	Create a poem using Emily Dickinson’s “Bring me the sunset in a cup” as a starting point.	Write a lighthearted piece on how to get along with an enemy.	Describe in concrete terms how curiosity suffers.
Writing Write a letter to yourself in five or ten years. This letter should identify who you are now, what your interests are, what you hope to someday become, who is important to you, etc.	Continue writing letter to yourself.	Discuss the meaning of an “ode” to something. Give examples.	Create an “Ode” to high school and your experience in it.	Read “Odes” aloud to the class.
Reading Choose any fiction novel to read individually. Once done reading the novel, create and prepare a booktalk to present to the class.	Fiction reading.	Fiction reading.	Fiction reading.	Fiction reading.

Mrs. Hope – Creative Writing – Jan 8-12 – Lesson Plans TOP

Journal List all of the clichés you can think of, then choose the one you’re most familiar with, or the one that strikes your fancy. Make that the first line of your poem. You can take the cliché literally or figuratively.	Recall a time when you did something to get noticed. Write about it.	Begin a story with, “There was once a chance I didn’t take…”	What does “a string of laughter” make you think of?	Start freewriting with the help of this image: “a melon strolling on two tendrils” (a line in Sylvia Plath’s poem, Metaphors).
Writing Brainstorm content ideas for book project. “Advice on staying out of trouble.” Appoint two students to write out each idea.	Continue with brainstorming and begin writing individually.	Discuss with students and have them share the advice they would offer to younger students on how to stay out of trouble as they get older.	Continue with first rough draft of individual pages. Vote on chapter topics and plan content.	Continue writing individual advice pages.
Reading Read through Step One in the publishing process and begin formulating ideas for content.	Hand out organizational chart of what needs to be done until the end of the semester in order to get the book written, bound, and presented to our audience.	Students will read through their work as they write. They will use the resources available to them – dictionaries, thesauri, peers, the teacher, etc.	Writing workshop on individual pages.	Writing workshop on individual pages.

Mrs. Hope – Creative Writing – Jan 16-19 – Lesson Plans

Journal NO SCHOOL	Kaitlin Peterson and Russell Michaels meet before he inherits money. One of them is killed. Write their story.	Write a story about confusion with an 8-year-old adopted boy as the main character and a rose as the key object. Set your story in a bus station.	Make a list using this prompt: The Ten Worst Things that could Happen on Your Way to School.	What images does this line in one of Gregory Corso’s poems spark in you: “They want to make buttons out of my bones”?
Writing NO SCHOOL	Draw numbers and students choose which chapter they will write. Begin research and note-taking	Continue research and begin writing individual chapters	Work on writing individual chapters	Chapter-check: Students should have at least 2 pages handwritten at this point.
Reading NO SCHOOL	Book talk DUE Friday: read self-selected fiction novel	Read self-selected fiction novel Scholastic book orders DUE	Read self-selected fiction novel	Booktalks on self-selected fiction novels (Feather Circle)

Mrs. Hope – Creative Writing – Jan 22-26 – Lesson Plans

Journal Use the first line of a nursery rhyme (take your pick) and write a story about it.	It was Herman Melville who said, “We become sad in the first place because we have nothing stirring to do.” Write about what “stirs” you.	Begin with, “Today I will…” and write for 10 minutes.	Write for 15 minutes on this cliché: “back to square one.”	Use all of the following in a poem: “a culture of solitude”, faithful blue sky”, “where we still discover.”
Writing Outlining for individual chapters.	Continue outlining, begin writing rough draft.	Research factual information on individual chapter topics. Take detailed notes on research – save information for bibliography -In text citations	Continue researching factual information on individual chapter topics. Take detailed notes on research – save information for bibliography -In text citations	Begin work on first draft of individual chapters
Reading Personal novel study	Personal novel study	Personal novel study	Personal novel study	Book talk on personal novel study

Mrs. Hope – Creative Writing – Jan 29-Feb 2 – Lesson Plans TOP

Journal Use the first line of a nursery rhyme (take your pick) and write a story about it.	Write about a heart that wouldn’t quit.	Write about someone you would love to see put in jail.	Weave a story around this mixed proverb: “Bad news cures all things.”	Write for 15 minutes on: “ice water in her veins.”
Writing Spend some time working on individual chapters. Use a dictionary and thesaurus for high level vocabulary.	Finish book talks Chapter-check!!	Participation points given to those who offer positive feedback on insightful journal entries.	Peer editing for personal chapters	Continue with peer editing for individual chapters.
Reading Personal fiction novel study	Fiction novel study	Fiction novel study	Fiction novel study	Fiction novel study

Mrs. Hope – Creative Writing – Feb 5-9 – Lesson Plans

Journal Write an exaggeration of an ailment or illness (cough, fever, asthma)	Write about the “fickle finger of Fate”.	Write a 250-word character sketch describing a sore loser.	Use the following metaphors in a poem: a pitcher of bitterness, a taste of sacrifice, a house of joy.	Write the story of a disastrous family picnic.
Writing Work on content of personal chapters	Student study day: spend time working individually on completing rough draft of writing for book chapters	Write out at least 10 discussion questions (for Jessica Leo) that apply to your chapter, and be prepared to engage in a class discussion next Tuesday (13^th)	Continue working on content of personal chapters Vote of chapter titles/book title	Library Computer lab research day – work on typing bibliography and chapter in a Word document
Reading

Mrs. Hope – Creative Writing – Feb 20-23 – Lesson Plans

Journal NO SCHOOL	Incorporate this sentence somewhere in your story: “The strange noises grew louder.” Your story should also demonstrate the cliché, A Bundle of Nerves, without mentioning the cliché.	In 200 words, write about your first toy.	Write about a thing you feel should not have been invented.	Why would a teacher contemplate a change in career?
Writing NO SCHOOL	Poetry explication – work on creating an outline and rough draft. SCHOOL BOARD MTG – STUDENTS PRESENTING	Drafting of poetry explication Work on editing chapters – Mrs. Hope meet with each student individually	Peer editing workshop for poetry explications – DUE tomorrow	Final draft of Poetry Explication DUE Work on
Reading NO SCHOOL	Bring in poem/song lyrics to use for explication	Reading for extra credit presentations Computer Lab (Kristen and Krystal)– type newspaper articles, send in to Republic and San Tan	Book talks for extra credit	Terri work on booking town hall – also, invitations for Gala

Mrs. Hope – Creative Writing – Feb 26-March 2 – Lesson Plans TOP

Journal Invent a hot or sensational issue and write a news story about it.	Rewrite the fairy-tale Snow White, from the point of view of Bashful, one of the seven dwarves.	Write a 150-word profile of someone named Margaret Mallory.	Write about a time you hid from someone, or a time you disguised who you really were.	Put Shaggy (Scooby-Doo’s partner) and Batgirl in an elevator and write a 250-word scene.
Writing Compose a short poem with a famous first line, which will be drawn randomly.	Type chapters in library computer lab Girls who are not writing a chapter: research for gala and community outreach, including typing newspaper articles	Begin Feather Circle writing: “Who I am now, and who I hope to someday be.” Brainstorming activity Create an outline for essay	Edit typed chapters: HW: Have a friend or family member edit chapters and make corrections on typed work.	Work on Feather Circle writing: spend some time drafting and editing Peer writing workshop: use thesauri and dictionaries
Reading Finish voting on chapter titles	Computer lab work	Begin reading non-fiction piece	Read non-fiction book of choice	Read through each other’s edited typed chapters and make further peer corrections

Mrs. Hope –English 10 – Aug 7-11 – Lesson Plans
Monday	Tuesday	Wednesday	Thursday	Friday
Vocabulary Vocabulary E2 -Hand out words	Vocabulary E2 -Review – put into a sentence -Flashcards	Vocabulary E2 -Act-out words, putting them in a story	Vocabulary E2 -Study using flashcards	Vocabulary E2 TEST If students receive 100%, they are exempt from the test next week!!
Grammar Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work	Daily review as bell work
Writing Essay Structure: Hand back graded essays and begin to revise	Hand out persuasive example essays  Discuss Bradbury’s writing style, both in short stories and in F451.	Begin drafting Persuasive Essay – Which story holds the most powerful warning for this generation? Revised expository DUE	Continue drafting	Persuasive RD due
Reading Read “There will Come Soft Rains” p. 87 Read -F451	Read F451	Read “The Pedestrian” Read F451	Read F451	F451 through p. 65