Comp/Lit 11

August 2017
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3 4 5
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

6 7 8 9 10 11 12

Teacher Teacher
Workday Inservice
13 14 15 16 Course welcome and 17 Last Lecture dis- 18 Write on Demand 19
expectations; Last Lec- SWBAT compose an
Teacher Teacher ture SWBAT know what
the expectations are for
cussion SWBAT dis-
cuss the parts of yes- essay in which they
explain where they see
terday’s lecture that
Inservice Workday this course and view Dr.
Randy Pausch’s Last
lecture on planning for
they agree/disagree
with and his argument
themselves in five years
in terms of their profes-
sional and personal lives
the future about dreams
20 21 Introduce ICAP 22 ICAP essay work- 23 Writing introduc- 24 Writing conclu- 25 ICAP essay work- 26
essay SWBAT know day SWBAT begin tions SWBAT com- sions SWBAT com- day SWBAT add their
the expectations for composing an essay pose an attention- pose a conclusion that intros and conclusions
this essay and will that answers the grabbing introduction wraps-up the narrative to their essays and put
select the prompt on prompt they selected for their selected of their piece the finishing touches
which they wish to yesterday prompt PICTURE on their first draft
write DAY ICAP essay draft due
27 28 The Right Word 29 The Right Word 30 Socratic Seminar 31 Six word short
SWBAT visually SWBAT present their SWBAT continue stories SWBAT com-
demonstrate the words and then dis- their conversation on pose a very short sto-
meaning of the word cuss how different how an author’s word ry that sums up every-
they have been given words affect our inter- choice affects mean- thing in a mere six
in a poster pretations of a subject ing well-chosen words
 September 2017
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2
BLUE; Targets are listed
in GREEN; Major as- Teacher
signments or assess-
ments are listed in RED Workday
3 4 5 Return ICAP essays; 6 ICAP revision day 7 ICAP revision day 8 ICAP essay final 9

NO revision day SWBAT

use teacher feedback
SWBAT use teacher
feedback to improve
SWBAT use teacher
feedback to improve
draft due SWBAT put
the finishing touches
in order to improve their essays their essays on their essays and
SCHOOL their essays hand them in

10 11Everyday Use 12 Everyday Use 13 NWEA Testing 14 Everyday Use 15 Superman and Me 16
SWBAT define Alice SWBAT provide SWBAT take an scored discussion SWBAT begin con-
Walker’s argument claims, evidence, and online test to gauge SWBAT discuss trasting Alexie’s argu-
about reading and its warrants to analyze where they are begin- Walker’s argument ment about reading
power characters and their ning this year with about reading and with that of Walker’s
motives their reading skills whether they agree

17 18 Superman and Me 19 Alexie PASA 20 Alexie Levels of 21 Superman and Me 22 Write on demand 23
vs. Everyday Use SWBAT define the Questioning SWBAT scored discussion SWBAT create an
SWBAT com- rhetorical situation of identify the literal, SWBAT discuss argument in which
pare/contrast the Alexie’s piece inferential, and the- Alexie’s argument they affirm or deny
themes raised in both matic layers of the about reading and that books can actual-
pieces as they relate to text whether they agree ly save lives
reading/education
24 25 Counselor’s talk on 26 What is a resume 27 Content of a re- 28 Format- 29 Final resume due 30
Naviance and career SWBAT know the sume SWBAT list the ting/Building a re- SWBAT put the fin-
and college search functions of a resume content of their re- sume SWBAT decide ishing touches on
and why they need sume and categorize it whether they need a their resumes and turn
one functional or chrono- them in
logical resume and
format it accordingly
 October 2017
Sun Mon Tue Wed Thu Fri Sat
1 Activities are listed in 2 Assign ICAP presenta- 3 ICAP presentation 4 ICAP presentation 5 ICAP presentation 6 ICAP presentation 7
BLUE; Targets are listed tion SWBAT know the workday SWBAT workday SWBAT workday SWBAT workday SWBAT
expectations for this research the two fu- research the two fu- research the two fu- research the two fu-
in GREEN; Major as- final project, will select
signments or assess- ture options they have ture options they have ture options they have ture options they have
their presentation date,
ments are listed in RED and will know how to selected, gather infor- selected, gather infor- selected, gather infor- selected, gather infor-
research mation, and compile it mation, and compile it mation, and compile it mation, and compile it
into a presentation into a presentation into a presentation into a presentation
8 9 ICAP presentation 10 3rd: Begin presenta- 11 ICAP presentations 12 ICAP presenta- 13 End of Quarter 1 14
workday SWBAT tions; 6th: ICAP presenta- SWBAT present their tions SWBAT present ICAP presentations
tion workday SWBAT SWBAT present their
research the two fu- research the two future
researched infor- their researched infor-
researched information to
ture options they have options they have select- mation to the class mation to the class the class and listen re-
selected, gather infor- ed, gather information, and listen respectfully and listen respectfully spectfully to the infor-
mation, and compile it and compile it into a to the information to the information mation given by their
into a presentation presentation given by their peers given by their peers peers

15 16 17 Pathos, ethos, and 18 Pathos, ethos, and 19 Pathos, ethos, and 20 Decline of Litera- 21

Teacher logos SWBAT define

and explain these key
logos SWBAT find
these elements in ad-
logos SWBAT find
these elements in ad-
ture SAT prompt
SWBAT practice
rhetorical terms vertisements and ana- vertisements and ana- identifying the rhetor-
Workday lyze their effective-
ness
lyze their effective-
ness
ical moves of a pas-
sage and explaining
their importance
22 23 PASTA/Precis for 24 Writing a rhetori- 25 Shakespeare 26 27 28
Decline of Lit
SWBAT define the
cal analysis essay
SWBAT create an
Webquest SWBAT
research biographical Teacher Teacher
rhetorical situation for outline or formula for information about
the Decline of litera-
ture passage
composing a rhetori-
cal analysis essay
Shakespeare Inservice Inservice
29 30 Back- 31 Julius Caesar Act
ground/History on 1, Scenes 1-2
Julius Caesar; Begin SWBAT know how
Act 1 SWBAT know Cassius begins to ma-
the basic biographical nipulate Brutus to his
info regarding Caesar side Lit Terms Quiz
as a leader
 November 2017
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Julius Caesar Act 1, 2 Julius Caesar Act 1, 3 Julius Caesar Act 1, 4
BLUE; Targets are listed Scenes 2-3 SWBAT Scene 3 SWBAT Scene 2 Annotation
in GREEN; Major as- know the thoughts of know the thoughts of SWBAT chunk Cas-
signments or assess- the conspirators as the conspirators as sius’ speech to Bru-
ments are listed in RED they begin to make they begin to make tus, identify rhetorical
their plans their plans moves, and explain
their purpose
5 6 Julius Caesar Act 1, 7 Julius Caesar Act 2, 8 Julius Caesar Act 2, 9 Julius Caesar Act 2, 10 Julius Caesar Act 11
Scene 2 PASA/Precis Scene 1 SWBAT Scenes 2-4 SWBAT Scenes 2-4 SWBAT 2, Scene 1 Annotation
SWBAT synthesize describe Brutus’ discuss the clues discuss the clues SWBAT chunk Bru-
Cassius’ speech to thought process to Shakespeare leaves to Shakespeare leaves to tus’ speech to himself,
Brutus, identifying decide to kill Caesar foreshadow Caesar’s foreshadow Caesar’s identify rhetorical
purpose, audience, Act 1 Annotation Due fate fate moves, and explain
and context their purpose
12 13 Julius Caesar Act 14 Julius Caesar Act 15 Julius Caesar Act 3 16 Julius Caesar Act 17 Julius Caesar Act 18
3, Scene 1 SWBAT 3, Scenes 2-3 wrap-up SWBAT 3, Scene 1 Annotation 3, Scene 1 Annotation
demonstrate the way SWBAT describe the summarize key events SWBAT chunk Bru- SWBAT chunk Bru-
in which Caesar is political fallout that of act 3 tus’ speech to the ple- tus’ speech to the ple-
assassinated Act 2 results from Caesar’s nians, identify rhetori- nians, identify rhetori-
Annotation Due death cal moves, and ex- cal moves, and ex-
plain their purpose plain their purpose
19 20 21 22 23 24 25

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
26 27 Review Act 3, Sce- 28 Act 3, Scene 2 29 Act 3, Scene 2 30 Act 3, Scene 2
ne 2 SWBAT recall Annotation bench- Annotation bench- Annotation bench-
the motivation for mark SWBAT chunk mark SWBAT chunk mark SWBAT chunk
Antony’s funeral Antony’s speech to Antony’s speech to Antony’s speech to
speech to honor his the plebians, identify the plebians, identify the plebians, identify
fallen friend rhetorical moves, and rhetorical moves, and rhetorical moves, and
explain their purpose explain their purpose explain their purpose
 December 2017
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Act 4 SWBAT de- 2
BLUE; Targets are listed scribe the way in which
in GREEN; Major as- the power dynamic be-
tween Cassius and Bru-
signments or assess- tus has changed and how
ments are listed in RED that threatens their
friendship

3 4 Act 4 Mind Maps 5 Return annotations; 6 Rhetorical analysis 7 Rhetorical analysis 8 Rhetorical analysis 9
SWBAT create a visu- Assign Rhetorical essay workday essay workday essay due SWBAT
al summary of the key analysis essay SWBAT continue SWBAT continue put the finishing
events within Act 4 of SWBAT know the analyzing Antony's analyzing Antony's touches on their es-
Julius Caesar expectations for this rhetorical moves he rhetorical moves he says and turn them in
essay and will begin uses to convey his uses to convey his
working on it argument argument
10 11 Act 5 SWBAT 12 Act 5 Mind Maps 13 Acts 4 and 5 Mov- 14 Thematic Discus- 15 Thematic Discus- 16
explain how both Cas- SWBAT create a visu- ie SWBAT com- sion: Carousel Activi- sion: Carousel Activi-
sius and Brutus are al summary of the key pare/contrast the Hol- ty SWBAT find textu- ty SWBAT find textu-
defeated and who will events within Act 5 of lywood re-creation of al evidence to support al evidence to support
ultimately rule Rome Julius Caesar Shakespeare’s work various themes that various themes that
now that they are with the original arise within the play arise within the play
gone

17 18 Thematic Discussion 19 Thematic Discussion 20 Julius Caesar Ex- 21 3rd hour: NO CLASS 22 End of Quarter 2 23
SWBAT use the textual SWBAT use the textual am SWBAT demon- 6th hour: SAT full- 6th hour: NO CLASS
evidence from last evidence from last strate their under- length practice test 3rd hour: SAT full-
week’s carousel activity week’s carousel activity standing of the entire SWBAT take a reading length practice test
to engage in a discussion to engage in a discussion practice test to give a SWBAT take a reading
about Shakespeare’s text through a cumula- baseline for next semes-
about Shakespeare’s practice test to give a
message with each of his message with each of his tive exam ter’s test preparation baseline for next semes-
themes themes ter’s test preparation

24 25 26 27 28 29 30

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
31
 January 2018
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3 4 5 6
BLUE; Targets are listed
in GREEN; Major as- NO NO NO NO NO
signments or assess-
ments are listed in RED SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
7 8 9 Patrick Henry Read- 10 Thomas Paine The 11 Thomas Paine the 12 SAT Preparation 13

Teacher ing and Analysis

SWBAT look at Hen-
Crisis Background
and reading SWBAT
Crisis Lit Circles
SWBAT discuss their
SWBAT create a
Kahn academy ac-
ry’s word choice and examine Paine’s argu- findings from yester- count and familiarize
Workday argument and analyze
its effectiveness
ment in pairs and de-
termine its effective-
day in small groups themselves with the
features available to
ness them
14 15 16 Declaration of In- 17 Declaration of In- 18 Declaration of 19 SAT Preparation 20

NO dependence Reading
and Analysis SWBAT
dependence Charges
against the king
Independence Discus-
sion SWBAT discuss
SWBAT build indi-
vidual skills for spe-
analyze the effective- SWBAT put into their whether the charges cific areas of weak-
SCHOOL ness of Jefferson’s
argument
own words the colo-
nists’ complaints
raised in Jefferson’s
document merit a
ness on the SAT writ-
ing portion of the ex-
against George III revolution am
21 22 Declaration of Sen- 23 Declaration of Sen- 24 Lincoln’s 2nd In- 25 Lincoln Lit Circles 26 SAT Preparation 27
timents and Resolu- timents and Resolu- augural Address SWBAT discuss their SWBAT build indi-
tions SWBAT com- tions SWBAT discuss SWBAT look at Hen- findings from yester- vidual skills for spe-
pare and contrast Eliz- the effectiveness of ry’s word choice and day in small groups cific areas of weak-
abeth Cady Stanton’s Stanton’s choice to argument and analyze ness on the SAT writ-
Declaration with Jef- mimic Jefferson’s its effectiveness ing portion of the ex-
ferson’s style am
28 29 Zombie invasion of 30 Zombie invasion of 31 Zombie invasion of the
the Oval Office Assign- the Oval Office Assign- Oval Office Assignment
ment SWBAT research ment SWBAT research SWBAT work within their
their individually select- groups to draft a dialogue
their individually select- between their individually
ed author/text for their ed author/text for their selected authors/texts on an
benchmark essay assign- benchmark essay assign- issue central to America
ment ment today

Sun
Activities are listed in
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED
February 2018
Mon Tue Wed Thu
1 Zombie invasion of the
Oval Office Assignment
SWBAT work within their
groups to draft a dialogue
between their individually
selected authors/texts on an
issue central to America
today
Fri Sat
2 Zombie invasion of the 3
Oval Office Assignment
SWBAT work within their
groups to draft a dialogue
between their individually
selected authors/texts on an
issue central to America
today

4 5 Preamble/Bill of 6 Preamble/Bill of 7 6-part Oration 8 Rogerian argument 9 SAT Preparation 10

Rights SWBAT know Rights SWBAT know SWBAT know the SWBAT know the SWBAT build indi-
the rights and respon- the rights and respon- structure of a 6-part structure of a Rogeri- vidual skills for spe-
sibilities granted to sibilities granted to oration and know in an and know in what cific areas of weak-
them in the Constitu- them in the Constitu- what circumstances circumstances this ness on the SAT writ-
tion tion this argument style is argument style is ap- ing portion of the ex-
appropriate propriate am
11 12 Assign speech 13 Speech workday 14 Speech workday 15 Speech workday 16 SAT Preparation 17
SWBAT know the SWBAT continue SWBAT continue SWBAT continue SWBAT build indi-
expectations for their composing their composing their composing their vidual skills for spe-
speeches and will speeches speeches speeches cific areas of weak-
begin brainstorming ness on the SAT writ-
their scripts ing portion of the ex-
am Speech due
18 19 20 Civil Disobedience 21 Civil Disobedience 22 Civil Disobedience 23 SAT Preparation 24

NO SWBAT know the

background on the
SWBAT become ex-
perts on a section of
SWBAT share out
their key points from
SWBAT build indi-
vidual skills for spe-
concept of Civil Diso- Thoreau’s speech and their section and learn cific areas of weak-
SCHOOL bedience and come up
with real-world exam-
prepare a poster hit-
ting the highlights
about the other sec-
tions
ness on the SAT writ-
ing portion of the ex-
ples therein am
25 26 Civil Disobedience 27 Speech workday 28 Speech workday
SWBAT discuss Tho- SWBAT use teacher SWBAT use teacher
reau’s proposal and feedback to revise feedback to revise
explain whether they their scripts their scripts
agree or disagree with
his claims
 March 2018
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Speech workday 2 SAT Preparation 3
BLUE; Targets are listed SWBAT use teacher SWBAT build indi-
in GREEN; Major as- feedback to revise vidual skills for spe-
signments or assess- their scripts cific areas of weak-
ments are listed in RED ness on the SAT writ-
ing portion of the ex-
am
4 5 Speech workday 6 Speech presenta- 7 Speech presenta- 8 End of Quarter 3 9 10
Speech presentations
SWBAT use teacher
feedback to revise
tions SWBAT answer
the prompt What
tions SWBAT answer
the prompt What SWBAT answer the
prompt What America
Teacher
their scripts America means to me America means to me
using rhetorical ap-
peals and appropriate
using rhetorical ap-
peals and appropriate
means to me using rhe-
torical appeals and ap- Workday
propriate speaking strat-
speaking strategies speaking strategies
11 12 13 14 15 16 17

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
18 19 American Poets: 20 American Poets: 21 American Poets: 22 American Poets: 23 SAT Preparation 24
Auden SWBAT ana- Poe SWBAT analyze Whitman SWBAT Dickinson SWBAT SWBAT build indi-
lyze some of this po- some of this poet’s analyze some of this analyze some of this vidual skills for spe-
et’s poetry to discern poetry to discern the poet’s poetry to dis- poet’s poetry to dis- cific areas of weak-
the deeper meaning deeper meaning be- cern the deeper mean- cern the deeper mean- ness on the SAT writ-
behind it hind it ing behind it ing behind it ing portion of the ex-
am
25 26 American Poets: 27 American Poets: 28 American Poets: 29 American Poets: 30 SAT Preparation 31
Plath SWBAT ana- Plath SWBAT ana- Cunniglynguists Black Eyed Peas SWBAT build indi-
lyze some of this po- lyze some of this po- SWBAT analyze SWBAT analyze vidual skills for spe-
et’s poetry to discern et’s poetry to discern some of this poet’s some of this poet’s cific areas of weak-
the deeper meaning the deeper meaning poetry to discern the poetry to discern the ness on the SAT writ-
behind it behind it deeper meaning be- deeper meaning be- ing portion of the ex-
hind it hind it am
 April 2018
Sun Mon Tue Wed Thu Fri Sat
1 Activities are listed in 2 Poets Essay Assign- 3 Poets Essay 4 Poets Essay 5 Poets Essay 6 SAT Preparation 7
BLUE; Targets are listed ment SWBAT know the SWBAT gather evi- SWBAT begin organ- SWBAT continue SWBAT build indi-
in GREEN; Major as- expectations for this dence from their po- izing their evidence organizing their evi- vidual skills for spe-
assignment, will select a ems to support their into cohesive para- dence into cohesive cific areas of weak-
signments or assess- poem they want to write
ments are listed in RED thesis and start draft- graphs that support paragraphs to support ness on the SAT writ-
about, and will create a
thesis ing their body para- their thesis their thesis ing portion of the ex-
graphs am
8 9 SAT information 10 11 12 Poets essay con- 13 Poets Essay 14
and relaxation day SAT TESTING: PSAT TEST- clusions SWBAT SWBAT add both
SWBAT know last create a conclusion conclusion and intro
minute particulars NO CLASS ING: NO that ties back to their to their essays and
about the exam and CLASS introductory para- begin refining their
will mentally prepare graphs and answers body paragraphs
themselves the question So What
15 16 Poets Essay 17 Poets Essay Due 18 Salem Witch Tri- 19 Salem Witch Tri- 20 The Crucible 21
SWBAT adjust their SWBAT put the fin- als/Red Scare back- als/Red Scare back- SWBAT discuss their
diction choices and ishing touches on their ground SWBAT read ground SWBAT share initial feelings to-
grammatical mistakes final essays and turn an information article their articles with those wards some of the
who read different ones
them in and pick out key and answer questions major themes raised
points to summarize collectively in the Crucible before
for a presentation we begin
22 23 The Crucible 24 The Crucible 25 The Crucible 26 The Crucible 27 The Crucible 28
SWBAT discuss the SWBAT discuss the SWBAT discuss the SWBAT discuss the SWBAT identify
social, cultural, and social, cultural, and social, cultural, and social, cultural, and characteristics, mo-
political factors at political factors at political factors at political factors at tives, and enemies of
play both in the time play both in the time play both in the time play both in the time key characters in The
this story was set and this story was set and this story was set and this story was set and Crucible
when it was written when it was written when it was written when it was written
29 30 The Crucible
SWBAT discuss the
social, cultural, and
political factors at
play both in the time
this story was set and
when it was written
 May 2018
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 The Crucible 2 The Crucible 3 4 5
BLUE; Targets are listed
in GREEN; Major as-
SWBAT discuss the
social, cultural, and
SWBAT add to their
character analyses NO NO
political factors at from last week
signments or assess-
ments are listed in RED play both in the time
this story was set and
SCHOOL SCHOOL
when it was written
6 7 The Crucible 8 The Crucible 9 The Crucible 10 The Crucible 11 The Crucible 12
SWBAT discuss the SWBAT discuss the SWBAT discuss the SWBAT discuss the SWBAT discuss the
social, cultural, and social, cultural, and social, cultural, and social, cultural, and social, cultural, and
political factors at political factors at political factors at political factors at political factors at
play both in the time play both in the time play both in the time play both in the time play both in the time
this story was set and this story was set and this story was set and this story was set and this story was set and
when it was written when it was written when it was written when it was written when it was written
13 14 The Crucible Mov- 15 The Crucible Mov- 16 17 NWEA Testing 18 NWEA Testing 19
ie SWBAT com- ie SWBAT com- Graduation: NO SWBAT take an SWBAT take an
pare/contrast the play pare/contrast the play online test to gauge online test to gauge
with the movie and with the movie and SCHOOL where they are begin- where they are begin-
discuss why those discuss why those ning this year with ning this year with
differences are signifi- differences are signifi- their reading skills their reading skills
cant cant
20 21 The Crucible Dis- 22 23 3rd: The Crucible 24 End of Quarter 4 25 26
compare/contrast essay 6th: The Crucible com-
cussion SWBAT dis-
cuss their observa-
FINALS
SCHEDULE:
SWBAT explain the
similarities/differences
pare/contrast essay
SWBAT explain the
Teacher
tions of the movie and
how and why it dif-
fered from the play
NO CLASS of movie and play and
the importance of it
similarities/differences of
movie and play and the
importance of it
Workday
6th: NO CLASS
3rd: NO CLASS

27 28 29 30 31