Objective:  I can become acquainted with my classmates and teacher.

BW:  In my notebook or a separate paper for today, describe my favorite teacher or class(7 sent. +). Identify your favorite activities in the class or teacher characteristics.

Activities:

1.  Share Out:  Students will be randomly selected to share their bellwork writing.
2.  Complete your name card and add color.  Prop your name card on your desk.
3.  Group Work:  In groups of 3 or 4, complete the survey of “Becoming Acquainted.”  Roles:  Recorder, Spokesperson, Questioner, and Monitor.
4.  Share Out:  The spokesperson from each group will introduce others in his/her group and respond to questions by the teacher.  Some follow-ups might occur for other students in the group.

Objective:  I can complete my registration and name cards by following the verbal and visual directions explicitly.

Activities:

1.  Write down the requested information on your colored registration/index card.  See Promethean board.
2.   Listen for directions to create your name card on a white index card.  See Promethean board.

Objective:  I can determine the tone and mood of “American Tune” by defining each term and analyzing how the feelings of the author are different than the feelings of the reader.

BW:  Students will read the definition “What is tone?” from the handout.  Students will write down in their notebooks the definition of “tone” and the definition of “mood.”

Activities:

1.  While listening to “Country Roads,” each student will write down one word that describes her/his feeling or the mood of the song.
2.  Share Out:  What is the word?
3.  Students will read the 1st Stanza of “American Tune.”  Which lines seem to establish a mood or feeling created in the reader by the narration?  Which ones appear to be the author talking to himself or advising the narrator?  What appears to be the purpose of repeated lines in the poem?
4. Think Pair/Share:  Write down a word that describes how the reader feels from the narration in the list of “mood” words.  Write down a word that describes the author’s attitude or feeling about the subject of the disappearing American dream.
5. Share Out:  What is the mood of “American Tune”?  What is the tone?
6. Read aloud and review concepts on the “LA Common Final Instruction Guide.”
7. Think Pair/Share:  What is the mood, tone, and theme of “Country Roads.”

Objective:  I can identify the author’s theme in “American Tune” by defining the term, identifying the symbol, and consulting with my partner the connection between the symbol and the underlying meaning of the song.

BW:  Students will list the definition on the board for “symbol” in their notebooks.  If not completed already, students will list at least one line or image that matches each of the poetic tools on their worksheet, except “symbol.”

Activities:

1.  While listening to the song, students will note the stanza in which the song changes.
2. Share Out:  What is it? What is the central image in the stanza where the change occurs?  What is happening to this image?  What does it symbolize?  What is the theme of the song?
3. Turn-and-Talk:  Students will discuss how the theme is suggested by the symbol in the song.
4. Students will write a reflection of how the author develops the theme of “American Tune” by using evidence that suggests the symbol in the song and two other poetic tools.
5. Share Out:  Several students will read aloud their reflections for class discussion.
6. If time allows, “vague” pronouns will be explained with an example.  Students will identify the given pronouns, their antecedents, and whether or not the pronoun is a vague reference.

Objective:  I can identify details in the passages of my practice test that provide clues to the correct answers by discussing them in my group and listing them on my answer sheet.

BW:  Reread “The Snow Storm.”  List bits of evidence from the poem that suggest a mood of “seclusion.”

Activities:

1.  Share Out:  What happened to the “traveler” and “courier.”  Where do the “housemates sit”?  Are they “enclosed”?
2. List all the correct answers for the practice test.
3. Think Pair/Share:  List details from the passage that justify the correct choices as above.  Students must be prepared to be called on randomly and explain justifications.
4. Share Out:  At the Promethean board, the whole class will contribute to a discussion explaining the five most challenging answers.
5. SSR:  Students will add inferences to their logs in the back of their notebooks.

Objective:  I can identify weak areas of my writing skills by completing the practice final exam.

BW:  Contrast common pronouns with indefinite pronouns.

Activities:

1.  Independent Study: Complete the first part of the indefinite pronoun and antecedent agreement worksheet.
2. Promethean Board:  Review answers.
3. Final Exam Practice:  Complete the test on the given scoring sheet.
4. SSR:  Add inferences to your triple-entry journal.

Objective:  I can identify the theme in a poem by matching the poetic tools with lines and imagery from it on a worksheet through discussion with my group members.

BW:  An explication of Sonnet 18 will be read aloud.  The conflict in lines 9-12 will be discussed.  Students will write a paragraph(5+ sent.) that explains the theme of the sonnet in a phrase and use evidence to justify this choice.

Activities:

1.  Share Out:  Randomly read aloud some responses.
2.   Audio:  Students will read the lyrics of “American Tune” as it is played.
3.  Think Pair/Share:  Complete the worksheet of “American Tune” by matching the poetic tools with images or lines in the song.
4. Share Out:  What is the American tune?  What does it symbolize?  What is the theme of the song?
5. Reflection:  Write a paragraph(5 sent.+) that identifies the theme of the song in a short phrase or sentence and explain how the evidence supported your justification.

Objective:  I can explicate(restate in my own words) Sonnet 18 by fixing roadblocks and finding new words to translate Shakespeare’s language.  I can determine the theme of this sonnet by consulting members of my group and writing it on a post-it statement.

BW:  Complete restating in your own words the remaining lines of Sonnet 18.

Activities:

1. Share Out:  Explicate line-by-line.
2.  In groups of three or four, determine the main idea or theme of the sonnet and write it on a post-it paper.  Look for the line where the poem turns or changes direction and answer these questions:  How is it changing?  Why does Shakespeare create this change?  What is the inference of this change? Thus, what is its theme?
3. Post It:  If time allows, discuss the themes selected by each group.
4. Reminder:  Make-up work for Friday’s quiz is today after school.

Objective:  I can explicate(restate in my own words) Shakespeare’s Sonnet 18 after annotating the poem.  I can match lines and images of the poem with the given poetic terms.

BW:  Complete the worksheet of “Poetry terms you should know.”

Activities:

1.  Share out:  Students will share aloud their own examples.
2. Dramatic Reading:  Teacher or Student will read aloud Sonnet 18.
3. Independent Study:  Students will box or circle unknowns in Sonnet 18 and find definitions by using context clues or the dictionary.
4. Think Pair/Share:  Students will restate the literal meaning of each of the 14 lines of the sonnet.
5. Share Out:  What is the meaning or theme?  Why?

Objective:  I can analyze the given AOW by listing two corresponding pieces of evidence for each of the three categories used in the writer’s argument on the bucket organizer visual.

Activities:

1.  Promethean Board:  Set up for the activity.
2. Independent Study:  Students will read the article to find two matching quotes for each of the three categories after identifying the question posed by the title of the article.
3. SSR:  When finished, students will read from their own books to add inferences in their triple-entry journals.