Comp/Lit 9

August 2019
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

4 5 6 7 8 9 10
Teacher Teacher Teacher Teacher
Workday Inservice Inservice Workday
11 12 First day of class 13 “An Open Heart” 14 15 Syllabus and sup- 16 Core values writ- 17
Course introduction;
Core values SWBAT
reading quiz; levels of BLOCK plies due; notebook ing activity SWBAT
questioning practice assembly, levels of explore their core
know the expectations SWBAT know the SCHEDULE: questioning SWBAT values in more detail
of this course and will
begin to get to know different levels of NO CLASS complete the various by creating narrative
their peers and their questions and how to levels of questioning sketches of how this
teacher *assign an Open compose them for for AOH value presents itself in
Heart AOH their lives

18 19 Assign Absolutely 20 Core values essay 21 22 ATD reading quiz 23 Core values 24
pages 1-24; Concentric
True Diary SWBAT assignment SWBAT BLOCK circles SWBAT explore
SWBAT continue
get a feel for Sherman know the expectations composing their
Alexie’s narrative for this essay assign- SCHEDULE: key vocabulary that rough drafts for their
shapes tone of the open-
voice in our first class ment, will select a NO CLASS ing scenes of the book narrative assignments
novel topic, and will begin and present their find-
working on their nar- ings to their peers
ratives

25 26 ATD quiz 25-43 27 Core values 28 29 NWEA testing 30 ATD quiz 44-66; 31
SWBAT provide their narrative workday rough
Compare and contrast SWBAT continue BLOCK teacher with baseline drafts due at the end of
ATD and ROT composing their rough
SWBAT draw simi- drafts for their narra- SCHEDULE: data about their reading the hour SWBAT put
skills and gaps at the the finishing touches on
larities and differ- tive assignments NO CLASS beginning of the year so their narratives and turn
ences between the that we have a better in their rough drafts by
two texts and com- idea of the skills we the end of the hour
ment on their core need to focus on
values
 September 2019
Sun Mon Tue Wed Thu Fri Sat
1 2 3 ATD quiz 67-113; 4 5 ATD Write on Demand; 6 ATD quiz 114-134; 7
Character Wheels with
Activities are listed in
BLUE; Targets are listed NO Roll of Thunder claim,
Evidence, Warrant
SWBAT use textual
BLOCK
SCHEDULE:
Junior SWBAT explore
their thinking on what
narrative workday
SWBAT use teacher
feedback in order to
in GREEN; Major as-
signments or assess- SCHOOL evidence to support their
claims and justify their NO CLASS
they have read in ATD
thus far and will practice
claim, evidence, and war-
revise their narrative
rough drafts
ments are listed in RED thinking rant with Junior

8 9 ATD quiz 135-178; 10 Narrative revision 11 12 ATD quiz 179-198 13 Core Values final draft 14
Character mapping due; Studio day SWBAT
ATD Write on Demand
SWBAT prepare a writ-
day SWBAT use BLOCK SWBAT use their work choose the learning option
teacher feedback in
ten response reflecting order to make im- SCHEDULE: with claim, evidence,
warrant to create a char-
that best serves their
needs 1. finish up their
on what they have read
so far in the novel
provements on their NO CLASS acter map for an ATD essays, 2. Read ATD, 3.
rough drafts character of their choos- complete a levels of ques-
ing tioning for ATD

15 16 17 ATD Quiz 199-230 18 19Practice Essay 20 ATD Levels of Ques- 21

SWBAT identify the tioning SWBAT deter-
Educator ATD Write on Demand
SWBAT prepare a writ-
BLOCK various themes at play in mine the various themes
Effectiveness ten response reflecting SCHEDULE: ATD and will create a raised in ATD and devel-
op questions that set them
on what they have read thematic essay of Roll of
Day so far in the novel NO CLASS Thunder as a class on track to devise a via-
ble thesis statement

22 23 ATD thesis state- 24 Quote incorpora- 25 26 ATD theme essay 27 ATD Theme essay 28
ments and essay brain- tion practice SWBAT BLOCK workday SWBAT rough draft due ATD
storming SWBAT use practice artfully weav- organize their quotes, theme essay workday
their level 3 questions to ing quotes into their SCHEDULE: develop their war-
SWBAT organize their
quotes, develop their
create a viable thesis and own writing instead of NO CLASS rants, and ensure that
will begin pulling out warrants, and ensure that
quotes for their essays simply dropping them it relates back to their it relates back to their
into a paragraph thesis statements thesis statements

29 30 Smoke Signals SWBAT

compare/contrast the
themes raised in ATD
with those in the movie
Smoke Signals
Grammar: Simple Sen-
tences
 October 2019
Sun Mon Tue
Activities are listed in 1 Smoke Signals SWBAT
compare/contrast the
BLUE; Targets are listed
themes raised in ATD
in GREEN; Major as-
signments or assess-
with those in the movie
Smoke Signals Gram-
ments are listed in RED mar: Compound Sen-
tences
6 7 Sentence Types 8 Theme essay work-
SWBAT classify sen- day SWBAT use
tences according to teacher feedback and
their structure and will the RADaR protocol
explain why certain to improve their writ-
sentences are classi- ing Sentence types
fied the way they are quiz
13 14 15
Wed Thu Fri Sat
2 3 Smoke Signals and 4 Return essays SWBAT 5
use teacher feedback to
BLOCK ATD SWBAT com-
make improvements on
pare and contrast the
SCHEDULE: themes raised in both their essays for the final
draft Grammar: Com-
NO CLASS movie and text Gram- pound/Complex Sen-
mar: Complex Sen- tences
tences
9 10 Peer Workshop 11 End of Quarter 1 12
BLOCK SWBAT offer feed- ATD Theme essay due
SWBAT put the finish-
back to each other
SCHEDULE: about their essays and ing touches on their
essays and submit them
NO CLASS offer suggestions for
before the end of the
improvement hour *Book Check-in
16 17 Brainstorming a 18 Navigating Library 19

Teacher Teacher BLOCK

SCHEDULE:
research topic
SWBAT engage in a
Databases and Noodle
Tools SWBAT know
variety of activities to how to use the re-
Workday Inservice NO CLASS settle upon a topic for
their research essay
search resources
available to them
online
20 21 Thesis statements for 22 Research SWBAT 23 24 Research SWBAT 25 Research SWBAT 26
most important inven-
tion SWBAT create an
conduct research to BLOCK conduct research to conduct research to find
support for their chosen
find support for their find support for their
argumentative thesis for chosen most im- SCHEDULE: chosen most im- most important inven-
their most important tion and create notecards
invention research as-
portant invention and NO CLASS portant invention and
with necessary infor-
signment create notecards with create notecards with mation 20 notecards due
necessary information necessary information
27 28 Essay first steps 29 Essay next steps 30 31 Essay workday
SWBAT establish a body paragraphs BLOCK SWBAT use the work
defensible thesis state- SWBAT use their from Monday and
ment and background research to establish SCHEDULE: Tuesday to start as-
their argument about NO CLASS sembling their rough
why theirs is the most drafts
important invention
 November 2019
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 Essay Introductions 2
BLUE; Targets are listed SWBAT compose an
in GREEN; Major as- attention-grabbing
signments or assess- intro for their research
ments are listed in RED essays

3 4 Essay conclusions 5 Essay workday 6 7 What is Satire; Harri- 8 Harrison Bergeron 9

SWBAT compose a SWBAT put the fin- BLOCK
conclusion that fits ishing touches on their
with the intro they rough drafts and sub- SCHEDULE:
created last week mit them by the end of NO CLASS
the hour Rough Draft
Due
10 11 2081 SWBAT 12 Caster argument 13
compare and contrast SWBAT discuss a BLOCK
the film version with New York Times arti-
Harrison Bergeron cle in the context of SCHEDULE:
and discuss whether the satire Vonnegut NO CLASS
the satire is more or presents in Harrison
less prevalent Bergeron
17 18 Peer workshop 19 Essay Revisions 20
SWBAT use the pro- SWBAT use peer BLOCK
tocols in the peer feedback in order to
workshop to provide make corrections and SCHEDULE:
feedback about how improve their essay NO CLASS
their peers might im-
prove their writing
24 25 26 27
son Bergeron SWBAT
create a working defini-
SWBAT explore the
satire within Harrison
tion and will begin to Bergeron and the so-
analyze different popu-
lar culture clips for sat- cial commentary Von-
ire negut was trying to
make
14 Essay Revisions 15 Essay Revisions 16
SWBAT use teacher SWBAT use teacher
feedback in order to feedback in order to
make corrections and make corrections and
improve their essay improve their essay
21 22 23
SCHOOL SCHOOL
CANCELLED CANCELLED
28 29 30

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
 December 2019
Sun Mon Tue Wed Thu Fri Sat
1 2 Most important es- 3 Satire essay 4 5 Satire essay 6 Satire essay 7
Activities are listed in say satire assignment SWBAT determine a BLOCK SWBAT continue SWBAT continue
BLUE; Targets are listed SWBAT know the topic and list out five fleshing out their rea- fleshing out their rea-
in GREEN; Major as- expectations of their reasons for why it is SCHEDULE: sons for their topic sons for their topic
signments or assess- final essay and so “important” NO CLASS and developing their and developing their
ments are listed in RED
presentation Final writing writing
essay due
8 9 Peer workshop 10 Shrek SWBAT 11 12 Shrek SWBAT 13 Preparation for 14
SWBAT offer correc- analyze the satire pre- BLOCK analyze the satire pre- presentation SWBAT
tive feedback to their sent in the movie sent in the movie complete their essays
peers in order to im- Shrek and explain SCHEDULE: Shrek and explain and rehearse perform-
prove their essays what the movie is NO CLASS what the movie is ing it to the whole
critiquing critiquing class

15 16 The Censors 17 Preparation for 18 Satire presenta- 19 20 End of Quarter 2 21

SWBAT analyze the presentation SWBAT tions SWBAT present FINALS Satire presentations
satire in the Censors complete their essays their essays to the SWBAT present their
and the underlying and rehearse perform- class and give peer SCHEDULE: essays to the class and
message behind it ing it to the whole feedback to other pre- NO CLASS give peer feedback to
class senters other presenters

22 23 24 25 26 27 28

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
29 30 31

NO NO
SCHOOL SCHOOL
 January 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3 4
BLUE; Targets are listed
in GREEN; Major as- NO NO NO
signments or assess-
ments are listed in RED SCHOOL SCHOOL SCHOOL
5 6 7 8 England in the Re- 9 England in the Re- 10 Shakespeare 11

Teacher Teacher naissance SWBAT

know the historical
naissance SWBAT
know the historical
Webquest SWBAT
research information
and cultural context and cultural context regarding Shake-
Workday Inservice for our unit of study for our unit of study speare’s life and
works Due at end of
hour
12 13 Romeo and Juliet 14 Romeo and Juliet 15 16 PSAT grammar; 17 Act 1 wrap-up, 18
Anticipatory Set Prologue Close Read-
SWBAT respond to ing SWBAT parse
BLOCK Romeo and Juliet Act SWBAT summarize
1 SWBAT understand key events for the
various themes featured through Shakespeare’s SCHEDULE: the conflict between entire act 1 of the play
in Romeo and Juliet to
gauge their perceptions
language to gain an NO CLASS the Capulets and
before the story
understanding of what Montagues and
will happen in the play how/why it started
19 20 21 Act 1 what is love 22 23 PSAT grammar; Ro- 24 Act 2 SWBAT 25
meo and Juliet Act 1
NO SWBAT interpret
several lines of Act 1
BLOCK
SCHEDULE:
Mind maps; Act 2
SWBAT create a visual
predict whether the
Friar will go along
and determine how with Romeo and Juli-
SCHOOL each character views
love
NO CLASS
summary of act 1 and
explain how R & J’s love
develops in spite of their
et’s request or not

parents

26 27 Act 2 wrap-up, 28 Act 2 wrap-up, 29 30 PSAT grammar; 31 Romeo and Juliet

Discussion: Was the
SWBAT summarize mind maps SWBAT BLOCK friar thinking clearly
Act 3 SWBAT ex-
key events for the create a visual sum- plain why events of
entire act 2 of the play mary of the play in SCHEDULE: SWBAT discuss wheth- the story assure that
er the Friar’s rationale
order to solidify their NO CLASS for marrying R & J was R&J will never get to
knowledge of the key the right choice be together
events that take place
 February 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

2 3 Act 3 SWBAT ex- 4 Act 3 wrap-up, 5 6 PSAT grammar; Act 7 Act 4 SWBAT ex- 8
plain Romeo’s pun- SWBAT summarize BLOCK 3 wrap-up, mind maps plain the plan hatched
ishment and deter- key events for the SWBAT create a vis- by Juliet and Friar to
mine if it was fair of entire act 3 of the play SCHEDULE: ual summary of the reunite Juliet with
the prince to do that NO CLASS play in order to solidi- Romeo
fy their knowledge of
the key events that
take place

9 10 Acts 4/5 SWBAT 11 Act 5 SWBAT 12 13 PSAT grammar; Act 14 Alternate interpre- 15
describe the condi- discuss how Romeo BLOCK 4/5 wrap-up; mind maps tations SWBAT ex-
SWBAT create a vis- amine different short
tions that prevent Fri- need not have died if
ar John from getting he had just paid more SCHEDULE: ual summary of the adaptations of the
Juliet’s letter to Ro- attention to Juliet NO CLASS play in order to solidi- play and discuss their
meo and how Romeo fy their knowledge of strengths and weak-
reacts the key events that nesses
take place

16 17 18 The basics of stage 19 20 PSAT grammar; 21 R & J script writ- 22

NO fighting SWBAT
learn how Shake-
BLOCK
SCHEDULE:
introduce R & J assign-
ment SWBAT know the
expectations for this
ing SWBAT create a
modernized version of
speare’s fights were their selected act and
SCHOOL staged and will prac-
tice that choreography
NO CLASS assignment and will
select their groups, their
scene
acts, and their scenes

23 24 R & J script writ- 25 R & J script writ- 26 27 PSAT grammar; R 28 R & J script re- 29
ing SWBAT continue ing SWBAT continue BLOCK & J script rehearsal hearsal SWBAT prac-
creating a modernized creating a modernized SWBAT practice the tice the lines and cho-
version of their select- version of their select- SCHEDULE: lines and choreogra- reography in their acts
ed act and scene ed act and scene NO CLASS phy in their acts and and scenes
scenes
 March 2020
Sun Mon Tue Wed Thu Fri Sat
1 2 R & J script rehears- 3 R & J Presentations 4 5 Romeo and Juliet 6 Romeo and Juliet 7
Activities are listed in al SWBAT practice due SWBAT show BLOCK movie SWBAT com- movie SWBAT com-
BLUE; Targets are listed the lines and choreog- their modernized ad- pare/contrast this pare/contrast this
in GREEN; Major as- raphy in their acts and aptations of R & J to SCHEDULE: modern adaptation modern adaptation
signments or assess- scenes the class and will re- NO CLASS with the original text with the original text
ments are listed in RED
flect upon their we have read we have read
presentations
8 9 Romeo and Juliet 10 Romeo and Juliet 11 End of Quarter 3 12 13 14
compare/contrast essay
movie/text discussion
Teacher Teacher
Romeo and Juliet com-
SWBAT discuss rea- SWBAT compose an pare/contrast essay
essay that examines the SWBAT compose an
sons why the director
of the movie chose to
make the changes to
similarities and differ-
ences between text and
film and will explain why
essay that examines the
similarities and differ- Workday Inservice
ences between text and
the original text those differences persist film and will explain why
those differences persist

15 16 17 18 19 20 21

NO NO NO NO NO
SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL
22 23 Introduce Lit 24 Greek History 25 26 Greek Gods 27 Lit Terms Test #1; 28
Terms List One SWBAT know the BLOCK SWBAT research and assign list #2 SWBAT
SWBAT know the historical, social, and present information show what they know
expectations for their political context of SCHEDULE: about an assigned about these lit terms
lit terms as well as the our next unit of study NO CLASS Greek god in prepara- and will study for
date of their first test tion of our final unit next week’s list

29 30 Introduction to the 31 Introduction to the

Trojan War SWBAT Trojan War SWBAT
know how Odysseus know how Odysseus
came to be in the situ- came to be in the situ-
ation he is in when we ation he is in when we
find him at the begin- find him at the begin-
ning of the Odyssey ning of the Odyssey
 April 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2 3 4
BLUE; Targets are listed BLOCK
in GREEN; Major as-
signments or assess-
SCHEDULE:
ments are listed in RED NO CLASS

5 6 7 8 9 10 11
BLOCK BLOCK
SCHEDULE: SCHEDULE:
NO CLASS NO CLASS

12 13 14 15 16 17 18
SAT/PSAT 9 PSAT 10
TESTING: NO TESTING: NO
CLASS CLASS

19 20 21 22 23 24 25
BLOCK
SCHEDULE:
NO CLASS

26 27 28 29 30
BLOCK
SCHEDULE:
NO CLASS
 May 2020
Sun Mon Tue Wed Thu Fri Sat
Activities are listed in 1 2
BLUE; Targets are listed
in GREEN; Major as-
signments or assess-
ments are listed in RED

3 4 5 6 7 8 9
BLOCK
SCHEDULE:
NO CLASS

10 11 12 13 14 15 16
BLOCK
SCHEDULE:
NO CLASS

17 18 19 20 21 Last day of school 22 23

Teacher
Workday

24 25 26 27 28 29 30

31