A long Way Gone



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August 22Opening Day activities and procedures, Letters to parents w/supply lists and agreements regarding plagiarism, Standards of Composition (MLA guidelines), Literary terms, discuss summer read A Long Way Gone

intro. archetypes - “Read “The Hobbit” excerpt and identify archetypes;




23Collect signed letters to parents, view online interview of author of summer read A Long Way Gone

grammar warm-up (parts of speech pretest), Most Dangerous Game” short story



24/25 Grammar warm-up-capitalization

Read “Most Dangerous Game” w/audio, setting, character, fiction, plot, internal and external conflict, p.o.v., imagery, sensory detail, mood, genre; intro. DIDLS

homework: identify archetypes and DIDLS from the short story


26 Grammar warm-up- Identify vivid verbs and verb tenses used in “MDG”; Literary terms quiz, Finish reading “MDG”, identify theme, climax

Vocab. workshop Unit 1



29 Grammar warm-up- Verb tenses; Quiz “MDG”;

Read "Desert Religions" Richard Rodriguez essay silently and analyze tone

Intro to essay, thesis, topic sentence, evidence, embedded quotations argument conclusions, turnitin.com, plagiarism


30 Read “Scarlet Ibis” aloud and analyze characterization, mood, symbol, and themes
homework: Unit 6 Argument- read essay “Motorcycle Helmet Bill” p. 655, appeals, logos, pathos, ethos, “Gift of Life”, analyze persuasion in media Find example of one type of appeal in magazine or newspaper ad to share in groups Friday

31/1 September-Timed Writing- Argument- motorcycle helmet bill; highlight and label thesis, topic sentences, logos, pathos, ethos;

Read “Scarlet Ibis” aloud and analyze characterization, mood, symbol, and themes


homework- Find example of one type of appeal in magazine or newspaper ad to share in groups Friday

2 Share appeals in magazine or newspaper ads in small groups; analyze logos, pathos, ethos; study other rhetorical devices such as bandwagon and faulty analogy

A Long Way Gone quiz

5 Labor Day Holiday



6 CBA 1-“MDG”, “The Hobbit”, “Scarlet Ibis” lit terms, capitals, embedded quotations, vocab, DIDLS,Standards of Composition, archetypes Unit 11 The Odyssey; Intro myth vocab. Characteristics of myth; mythological allusions

Hw-Read M & Y p. 1-4, 5-8, 9-12 and create a T-chart tracking matriarchal and patriarchal characteristics

Hetypes



7/8 Classical Equivalents (origins of gods and goddesses); Trojan War- Read aloud; Hw-Read M & Y p. 17-38 and create a Greek family tree; Finish Trojan War Cornell notes; Trojan War quiz Friday;

9 Grammar warm-up: Punctuating embedded quotations

F- Trojan War quiz;

Hw-Who’s Who M & Y p. 41- 54














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30

1st Six Weeks

12 District summer read Timed Writing; Read “Laertes’ Son” and identify DIDLS using Cornell notes


13 grammar warm-up- punctuating epithets

Read “Calypso”; identify foreshadowing, point of view, DIDLS

Interpret figurative language in Odyssey Book I

Hw: Greek myth. Family tree due tomorrow




14-15 AP lit terms- hamartia, tragic flaw; turn in Greek myth. Family tree

List epithets; identify archetypes and motifs;

Read “New Coasts”, sticky notes activity; identify DIDLS

Hw-M & Y p. 50-70; create T-chart comparing/contrasting Hermes/Hephaestus




16 Read “Designer of Audio CD Packaging Enters Hell” (satire Short Takes)

Explain main ideas in “Circe”

homework: Postcard ROR due W-Th


19 View video clips from Odyssey; Odyssey quiz Friday

20 Grammar warm-up- s-v agreement

Finish reading Odyssey Part I and review for quiz tomorrow

Read “Ulysseus” poem and analyze tone and author’s purpose.


21 Revising/editing District DBA

Odyssey quiz Part I; Postcard ROR; Read “Coming Home” and “Father and Son”; lit analysis w/DIDLS

homework: Read “Night of the Oranges” p. 62 (narrative essay Short Takes) and analyze setting, thesis, plot structure, word choice, and tone


22 Quiz-Interpret figurative language in Odyssey Book II

Analyze imagery in movie clips from Test of the Great Bow scene ;




26 District CBA Writing Read “Death at the Palace”; discuss plot and author’s purpose.


27 Grammar warm-up- Active/passive tenses-verbs;

Read “Odysseus and Penelope” silently; Think-Pair-Share; analyze using DIDLS;

Homework: Prepare for Socratic Seminar questions for Friday ; Odyssey CBA tomorrow .Determine themes, symbols, plot, settings, characterization, internal and external conflicts, p.o.v., main idea, imagery, simile/metaphor, fiction, sensory detail, mood, context, types of irony, epic, epic hero, epic conventions, foil, non-linear plot, flashback, foreshadowing, fig. lang.


28-29 CBA 2 The Odyssey

Listen to Nelson Mandela’s speech on leadership



http://www.time.com/time/world/article/0,8599,1821467,00.html and take Cornell notes.


30 Socratic Seminar The Odyssey

KPHS English Planning Calendar

Essential Question: Essential Questions: What do we do in times of conflict? What do we believe in?



I can statements: Write an interpretive response to a literary text that extends beyond summary and literal analysis and provides evidence from the text using embedded quotations.

TEKS: 2A, C, 5A, B, C, D, Fig. 19, 15A, 14 A, B, C, 24 A, B, C, 25 A, 26 A


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