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Shannon Luster

10th grade Pre-AP English

|WEEK |DAY |CONTENT |SOURCE |

|One |One |Course description; syllabus; expectations |Teacher handouts |

| | | | |

| |Two |Notebook set-up; book scavenger hunt |Teacher handouts |

| | | | |

| |Three |Writing Diagnostic Test |Department Test |

| | | | |

| |Four |Reading Diagnostic Test |ADAW Writing Prompt |

| | | | |

| |Five |Parts of Speech: Review all parts of speech |Parts of Speech Handbook handout and review |

|Two |One |Parts of Speech: Label all words in a paragraph for its part of speech |Teacher model; teacher-made worksheet |

| | | | |

| |Two |Parts of Speech: Label all words in a paragraph for its part of speech |Teacher model; teacher-made worksheet |

| | | | |

| |Three |Parts of Speech: Label all words in a paragraph for its part of speech |Teacher model; teacher-made worksheet |

| | | | |

| |Four |Parts of Speech: Label all words in a paragraph for its part of speech |Teacher model; teacher-made worksheet |

| | | | |

| |Five |Parts of Speech Test: Label all words in a paragraph for its part of speech |Teacher model; teacher-made worksheet |

|Three |One |Singular, plural, and possessive noun charts; use the nouns in sentences |Teacher-made graphic organizer; student composed |

| | | |sentences |

| |Two |Review singular, plural, and possessive nouns |Teacher-made review worksheet |

| | | | |

| |Three |Review singular, plural, and possessive nouns |Teacher-made review worksheet |

| | | | |

| |Four |Noun Test |Teacher-made test |

| | | | |

| |Five |Introduction to Native American literature |PowerPoint presentation |

|Four |One |“The World on a Turtle’s Back”; classify the origin and creation myth and support with cited |American Literature page 32 |

| | |passages form the myth | |

| | | | |

| |Two |Differentiate between implied and stated main idea; identify the main idea of various passages |AHSGE Language Workbook pgs 36-38 |

| | | | |

| | |“Coyote and Buffalo”; determine sequence of events, details, and implied theme | |

| |Three | |American Literature pg 42 |

| | |Brief review of Native American literature; introduction to the organization of the narrative | |

| | |essay; dialogue and punctuation in the narrative essay | |

| |Four | |ADAW Workbook pg 9 and pg 27; teacher model |

| | |Narrative essay assignment: Write a myth in the style of the Native American literature; | |

| | |in-class writing |Teacher assignment sheet with requirements and rubric |

| |Five | | |

|Five |One |In-class writing: Narrative Essay (Essay due on Friday) |Students write and conference with the teacher |

| | | | |

| |Two | |Grammar and Composition Handbook pgs 80-83 |

| | |Review action and linking verbs; chart and compose sentences with the four forms of the verb | |

| | | |Teacher-made worksheet to conjugate the tenses |

| | |Review verb forms; define, identify, and label the first six tenses of the verb | |

| |Three | |Student-composed sentences |

| | | | |

| | |Use the first six tenses of the verb in sentences |Teacher-made worksheet to conjugate the tenses |

| |Four | | |

| | |TURN IN FINAL DRAFT OF THE NARRATIVE ESSAY; Define, identify, and label the progressive and | |

| |Five |emphatic tenses | |

|Six |One |Use the progressive and emphatic tenses in sentences |Student-composed sentences |

| | | | |

| |Two |Review all 14 tenses of the verb |Teacher-made review worksheet |

| | | | |

| |Three |Differentiate between active and passive voice; correct sentences containing passive voice |Writer’s Choice pg 600; Grammar Workbook pages 208-209|

| | | | |

| | |Review all verbs |Teacher-made review worksheet |

| |Four | | |

| | |Verb Unit test |Teacher-made test |

| |Five | | |

|Seven |One |Introduction to the Puritanism movement of American literature; historical and literary |PowerPoint presentations |

| | |characteristics of William Bradford | |

| | | | |

| |Two |Read an excerpt from Of Plymouth Plantation; cite details which compare and contrast the Puritan|American Literature pg 98; Graphically organize |

| | |stated beliefs with the Puritan actions in the story |comparison/contrast details |

| | | | |

| |Three |Define the literary analysis essay; define the parts of the MLA essay; direct quotes, |MLA Handbook for Writers of Research Papers CH 5-6; |

| | |paraphrases, works cited; format |teacher handout |

| | | | |

| |Four |William Bradford analysis essay: Reveal how Puritan actions contradict Puritan beliefs |Teacher handout and rubric |

| | | | |

| |Five |In-class writing | |

| | | |Students write at desks and conference with teacher |

|Eight |One |In-class writing: (Final draft of the essay due Friday) |Students conference with teacher |

| | | | |

| |Two |Anne Bradstreet’s poetry: allusions, central meaning in “To My Dear and Loving Husband” and |American Literature pgs 110-114 |

| | |“Upon the Burning of Our House” | |

| | | | |

| |Three |The Great Awakening Movement: Jonathan Edwards’s “Sinners in the Hands of an Angry God”; |American Literature pg 118 |

| | |personification, style, tone, author’s purpose | |

| | | | |

| |Four |Develop a timeline of the transitions of Puritan writing; Puritanism test review |Class lecture; students develop the timeline with |

| | | |teacher guidance; review worksheet |

| | |WILLIAM BRADFORD LITERARY ANALYSIS ESSAY DUE; Puritanism test | |

| |Five | |Students turn-in final draft of essay; teacher-made |

| | | |essay test |

|Nine |One |Parts of the sentence: subjects, verbs, action verbs, and complements |Teacher-made note sheet; teacher-made worksheet |

| | | | |

| |Two |Parts of the sentence: diagramming sentences with action verbs and complements |Promethean board sentence diagramming exercise and |

| | | |examples |

| | | | |

| | |Parts of the sentence: subject, verb, linking verbs and complements |Teacher-made note sheet; teacher-made worksheet |

| |Three | | |

| | | |Promethean board sentence diagramming exercise and |

| | |Parts of the sentence: diagramming sentences with linking verbs and complements |examples |

| |Four | | |

| | |Parts of the sentence: diagramming compound structures |Promethean board sentence diagramming exercise and |

| | | |examples |

| |Five | | |

|Ten |One |Review all parts of the sentence and sentence diagram structures |Teacher-made review worksheet |

| | | | |

| |Two |Parts of the sentence diagramming test |Teacher-made test |

| | | | |

| |Three |Determine and identify subject-verb agreement of basic sentences and compound subjects |Grammar and Composition Handbook pgs 215-220 |

| | | | |

| | |Determine subject-verb agreement in collective nouns, fractions and nouns of amount |Teacher-made note sheet and worksheet |

| |Four | | |

| | |Determine subject-verb agreement in special subjects and indefinite pronouns | |

| | | |Grammar Workbook pgs 175-176 |

| |Five | | |

|Eleven |One |Review all subject-verb agreement rules |AHSGE Language Workbook pages 91-92 |

| | | | |

| |Two |Subject-verb agreement test |Teacher-made test |

| | | | |

| |Three |Introduction to The Scarlet Letter: Nathaniel Hawthorne literary characteristics |PowerPoint; teacher note sheet |

| | | | |

| | |The Scarlet Letter webquest: Puritan punishment of sin; Salem Witch Trials; natural pearl | |

| |Four |composition |Internet research with guided webquest worksheet |

| | | | |

| | |The Scarlet Letter Biblical allusion clarifications webquest: steps of Godly redemption; |Internet research with guided webquest worksheet |

| |Five |stoning of adulteress; light imagery in the Bible; “Parable of the Pearl” | |

|Twelve |One |The Scarlet Letter Chapters 1-2: symbolism; direct and indirect characterization; conflict |The Scarlet Letter pgs 31-35 |

| | |*CH 3-4 Homework | |

| | | | |

| | |The Scarlet Letter review Chapters 3-4; read Chapters 5-6; biblical allusion, symbolism, | |

| |Two |redemptive steps, draw conclusions |The Scarlet Letter pgs 52-65 |

| | |*CH 7-8 Homework | |

| | | | |

| | |The Scarlet Letter review chapters 7-8; read chapters 9-10: metaphors, cause and effect of | |

| |Three |change in characters |The Scarlet Letter pgs 79-92 |

| | | | |

| | |The Scarlet Letter Chapters 11-12: preview and predict chapter titles; draw conclusions about | |

| |Four |characters’ physical changes |The Scarlet Letter pgs 93-105 |

| | | | |

| | |The Scarlet Letter Chapters 13-14: symbolism, cause and effect of character treatment in | |

| |Five |society |The Scarlet Letter pgs 106-116 |

| | |*Weekend reading: CH 15-18 | |

|Thirteen |One |The Scarlet Letter review chapters 15-18; read chapters 19-20: cause and effect of characters’ |The Scarlet Letter pgs 139-152 |

| | |changes; infer character purposes in the novel; symbolism | |

| |Two |*CH 21-22 Homework | |

| | | | |

| |Three |The Scarlet Letter review chapters 21-22; read chapters 23-24: symbolism, draw conclusions | |

| | |about the author’s purpose for writing the novel; resolution of conflict; establish theme |The Scarlet Letter pgs 168-179 |

| |Four | | |

| | |Research paper writing introduction: essay purpose; topic choices; review for The Scarlet | |

| |Five |Letter test | |

| | | |Teacher rubric; teacher writing purpose sheet; |

| | |Research paper requirements and format; outlining the essay according to MLA format |teacher-made review worksheet |

| | | | |

| | |The Scarlet Letter test |MLA Handbook for Writers of Research Papers Chapter 4,|

| | | |pgs 115-122 |

| | | | |

| | | |Teacher-made test |

|Fourteen |One |MLA format of bibliography cards and note cards; create bibliography card and note cards from |MLA Handbook for Writers of Research Papers pgs 31-33;|

| | |the novel |38-48 |

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| |Two |Create note cards from the novel |Students create note cards for chosen topic |

| | | | |

| |Three |Source research in the library |Library |

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| |Four |Source research in the library |Library |

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| |Five |Source research in the library |Library |

|Fifteen |One |Source research in the library |Library |

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| |Two |Source research in the library |Library |

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| |Three |Appropriate use of the nominative, objective, and possessive case pronouns: graphically |Grammar and Composition Handbook pgs 233-235; Grammar |

| | |organize pronoun cases |Workbook pgs 181-182 |

| | | | |

| |Four |Pronouns which follow ‘than’ and ‘as’ clauses; pronouns which occur in appositive phrases |Grammar and Composition Handbook pgs 237-238; Writer’s|

| | |Review pronoun cases |Choice pg 640 |

| |Five | |Teacher review worksheet |

|Sixteen |One |Define pronoun-antecedent agreement in number, gender, and person |Teacher notes |

| | | | |

| |Two |Pronoun-antecedent agreement in indefinite pronouns |Teacher examples on board; Grammar Workbook pg 91 |

| | | | |

| | | |Grammar Workbook pgs 193-194 |

| |Three |Revising sentences for clear pronoun reference | |

| | | |Teacher-made review worksheet; Teacher-requirement |

| |Four |Review pronoun cases and agreement; note and bibliography card presentation requirements |sheet |

| | | | |

| |Five |TURN IN NOTE AND BIBLIOGRAPHY CARDS; Pronoun case and antecedent agreement test |Teacher-made test |

|Seventeen |One |Vocabulary in context exercises |Vocabulary Workbook pgs 21-26 |

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| |Two |Vocabulary in context exercises |Using vocabulary in sentences |

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| |Three |Semester exam review |Review sheets |

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| |Four |Semester exam review |Review sheets |

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| |Five |Semester exam review |Review sheets |

|Eighteen |One |Semester Exams | |

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| |Two |Semester Exams | |

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| |Three |Semester Exams | |

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| |Four |Semester Exams | |

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| |Five |Semester Exams | |

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