• Brad Gunn

    11th/English
    East View High School
    Phone: 512-943-1800.
    Email: GunnB@georgetownisd.org

     


     SEE BELOW FOR A LISTING OF ALL ASSIGNMENTS DAY BY DAY

    My Education & Teaching Background

    My educational journey began at Tarleton State University where I received my Bachelors of Science in Education with certifications in Physical Education and Secondary English. 
     
    This begins my 29th year of education in Texas and my 12th year in Georgetown ISD.  

    Class/Course Information (optional)

    English III will be a journey in American Literature with a strong emphasis on writing. 
     

    Schedule

    A Day                           
    1st     Varsity Athletics
    2nd   ISS
    3rd    English III
    4th    Freshman Athletics
     
    B Day
    5th    Varsity Athletics
    6th    Conference
    7th    English III
    8th    Freshman Athletics
     
    Supplies Needed for Class
    2 inch 3 ring binder
    # 2 Pencils
    1 package notebook paper
    2-70 page spiral notebooks
    black, red, blue pens
    2-highlighters
     
     
    Assignments/Daily Record

    OBJECTIVE AND TEKS Activities/Procedures/Materials Objectives Essential/Guiding Questions Lesson Delivery Ck. For Understanding/Assessment
    Monday, August 25, 2014 Class Intro.                     Course syllabus, supplies list, rules, procedures.  Parent contact info via phone and e mail.  Tardy log policies Students will understand course format and expectations for upcoming six weeks. Students will complete all paperwork for parent contact info. Students will understand classroom policies and procedures.    Direct Teach, Interactive questioning, guided practice.  
     
     
     
     
     
    Tuesday, August 26, 2014 Class Intro.                     Course syllabus, supplies list, rules, procedures.  Parent contact info via phone and e mail.  Tardy log policies Students will understand course format and expectations for upcoming six weeks. Students will complete all paperwork for parent contact info. Students will understand classroom policies and procedures.    Direct Teach, Interactive questioning, guided practice.  
     
     
     
     
     
    Wednesday, August 27, 2014 Discuss plagiarism
    and define.  Watch power point on plagiarism--computer/ power point/ projector
    Students will understand what plagiarism is and be able to define.  Students will complete paperwork on plagiarism and receive instructions on how to submit papers online  What is plagiarism
    ?  How does plagiarism harm my grade?  What happens if I am caught plagiarising? 
    Direct Teach, Interactive questioning, guided practice, Power Point Presentation Answer questions on various examples of plagiarism. Is it or isn't it? 
     

    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Thursday, August 28, 2014 Discuss plagiarism and define.  Watch power point on plagiarism--computer/ power point/ projector Students will understand what plagiarism is and be able to define.  Students will complete paperwork on plagiarism and receive instructions on how to submit papers online  What is plagiarism?  How does plagiarism harm my grade?  What happens if I am caught plagiarising?  Direct Teach, Interactive questioning, guided practice, Power Point Presentation Answer questions on various examples of plagiarism. Is it or isn't it? 
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Friday, August 29, 2014 Computer, Document Camera, Writing Prompts The student will write an argumentative/persuasive essay that will be written to an appropriate target audience, with  a clear thesis, factual-based or general beliefs evidence  given.  Students will write a structured response that will move or persuade an audience with rhetorical devices.  Writing Process: Right or Wrong?  Be able to support your ideas with evidence.  Read prompts and  guide students into their choices.   
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Monday, September 01, 2014 HOLIDAY HOLIDAY      
     
     
     
    Tuesday, September 02, 2014 Computer, Document Camera, Writing Prompts The student will write an argumentative/persuasive essay that will be written to an appropriate target audience, with  a clear thesis, factual-based or general beliefs evidence  given.  Students will write a structured response that will move or persuade an audience with rhetorical devices.  Writing Process: Right or Wrong?  Be able to support your ideas with evidence.  Read prompts and  guide students into their choices.   
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Wednesday, September 03, 2014 Books, notebook for literary terms.   Students will understand the connections between literary elements and how to make meaning of text and from periods in which literature was produced.   E3.Fig19 Reading/Comprehension Skills. Students use a flexible range of meta-cognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become self-directed, critical readers. The student is expected to: E3.Fig 19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing, and synthesizing, What is American Literature?  When did it begin?  What did the video tell us about Am Lit and the many authors?  Direct teach, 10 minute movie clip, PDF file on Am Lit. Questions from movie clip that lead into Am Lit and time periods.  
     
     
    E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Thursday, September 04, 2014 Books, notebook for literary terms.   Students will understand the connections between literary elements and how to make meaning of text and from periods in which literature was produced.   E3.Fig19 Reading/Comprehension Skills. Students use a flexible range of meta-cognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become self-directed, critical readers. The student is expected to: E3.Fig19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing, and synthesizing, What is American Literature?  When did it begin?  What did the video tell us about Am Lit and the many authors?  Direct teach, 10 minute movie clip, PDF file on Am Lit. Questions from movie clip that lead into Am Lit and time periods.  
     
     
    E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Friday, September 05, 2014 Books, notebook for literary terms.   Students will make connections between vocab, new language, concepts, relationships, comprehension and oral and written communications.  Students will write a fictional story about a non-stereo-typical character.  Students will include a well-developed plot and sensory details that define the mood and tone. What is the relationship between literature and place?  How does it shape or reflect society? What makes American literature American?    Direct Teach, Interactive questioning, guided practice, Power Point Presentation QUIZ OVER VOCAB MASTERED THUS FAR
     
     
     E3.1A,B,C,D,E  E3.13A,B,C,D,E E3.14A, E3.17A,B E3.18A, E3.19A
    Monday, September 08, 2014 Books, notebook for literary terms.   Students will make connections between vocab, new language, concepts, relationships, comprehension and oral and written communications.  Students will write a fictional story about a non-stereo-typical character.  Students will include a well-developed plot and sensory details that define the mood and tone. What is the relationship between literature and place?  How does it shape or reflect society? What makes American literature American?    Direct Teach, Interactive questioning, guided practice, Power Point Presentation QUIZ OVER VOCAB MASTERED THUS FAR
     
     
     E3.1A,B,C,D,E  E3.13A,B,C,D,E E3.14A, E3.17A,B E3.18A, E3.19A
    Tuesday, September 09, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible   SAT VOCAB Students will develop an understanding of Colonial time periods in which "The Salem Witch Trials" took place.  Students will understand motivation in Colonial America and its religious ties to the Puritan Period.   Students will infer from text the cause of the Salem Witch Trials and why they existed. What belief did the Puritans have about God?  Why would society begin to change from strict religious disciplines to The Great Awakening?  Direct Teach, Lecture and powerpoint PowerPoint for review JEOPARDY GAME.
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Wednesday, September 10, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible   SAT VOCAB Students will develop an understanding of Colonial time periods in which "The Salem Witch Trials" took place.  Students will understand motivation in Colonial America and its religious ties to the Puritan Period.   Students will infer from text the cause of the Salem Witch Trials and why they existed. What belief did the Puritans have about God?  Why would society begin to change from strict religious disciplines to The Great Awakening?  Direct Teach, Lecture and powerpoint PowerPoint for review JEOPARDY GAME.
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Thursday, September 11, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible  Students will develop a deeper understanding of characters in The Crucible. Students will preview and analyze text to develop an understanding of themes in TC.      
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Friday, September 12, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible  Students will develop a deeper understanding of characters in The Crucible. Students will preview and analyze text to develop an understanding of themes in TC.      
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Monday, September 15, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible  Continue                                               Develop Characters as well as plot.  Journal writing from either Abigail or John Proctor POV   Act II quiz
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A 
    Tuesday, September 16, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, issue book The Crucible  Continue                                               Develop Characters as well as plot.  Journal writing from either Abigail or John Proctor POV   Act II quiz
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A 
    Wednesday, September 17, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS Continue                                               Develop Characters as well as plot.  Journal writing from either Abigail or John Proctor POV   Act III quiz
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A   
    Thursday, September 18, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS,  Continue                                               Develop Characters as well as plot.  Journal writing from either Abigail or John Proctor POV   Act III quiz
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A   
    Friday, September 19, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS Students will Recognize methods of characterization and direct and indirect characterization.  Characterization worksheet. Figurative Language worksheet   Act IV quiz
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A   
    Monday, September 22, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS,The Crucible   Students will Recognize methods of characterization and direct and indirect characterization.  Characterization worksheet. Figurative Language worksheet   Act IV quiz
     
     
    E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A     
    Tuesday, September 23, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS, The Crucible   Students will develop a persuasive essay in which they attempt to persuade the class as to the innocence or the guilt of the accused in the witch trials.  Journal writing from either Abigail or John Proctor POV  Independent Study  
     
     
     
     
     
    Wednesday, September 24, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS,The Crucible   Students will develop a persuasive essay in which they attempt to persuade the class as to the innocence or the guilt of the accused in the witch trials.  Journal writing from either Abigail or John Proctor POV  Independent Study  
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Thursday, September 25, 2014 Notes, textbook, projector and vid clips, computer, journals STUDENTS WILL ANALYZE AND EVALUATE PATRICK HENRY'S SPEECH TO THE VIRGINIA CONVENTION.  STUDENTS WILL DRAW INFERENCES AS TO THE SPEECHES MEANING, CONTENT, AND OUTCOME ON AMERICAN SOCIETY.  Patrick Henry -- Speech to the Virginia Convention Direct Teach, Interactive questioning, guided practice, Power Point Presentation  
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Friday, September 26, 2014 Notes, textbook, projector and vid clips, computer, journals STUDENTS WILL ANALYZE AND EVALUATE PATRICK HENRY'S SPEECH TO THE VIRGINIA CONVENTION.  STUDENTS WILL DRAW INFERENCES AS TO THE SPEECHES MEANING, CONTENT, AND OUTCOME ON AMERICAN SOCIETY.  Patrick Henry -- Speech to the Virginia Convention Direct Teach, Interactive questioning, guided practice, Power Point Presentation  
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Monday, September 29, 2014 EXAM OVER THE CRUCIBLE        
     
     
     
     
     
    Tuesday, September 30, 2014 EXAM OVER THE CRUCIBLE        
     
     
     
     
     
    Wednesday, October 01, 2014 Notes, textbook, projector and vid clips, computer, journals STUDENTS WILL MAKE CONNECTIONS BETWEEN PATRICK HENRY THE MAN AND HIS ROLE IN AMERICA.  STUDENTS WILL BE ABLE TO EXPLAIN HIS RADICALISM AND HIS DISSENT THROUGH ANALYZING TEXT.  radicalism and dissent  COOPERATIVE       LEARNING LITERARY VOCAB QUIZ, AND UNUSUAL VOCAB QUIZ
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Thursday, October 02, 2014 Notes, textbook, projector and vid clips, computer, journals STUDENTS WILL MAKE CONNECTIONS BETWEEN PATRICK HENRY THE MAN AND HIS ROLE IN AMERICA.  STUDENTS WILL BE ABLE TO EXPLAIN HIS RADICALISM AND HIS DISSENT THROUGH ANALYZING TEXT.  radicalism and dissent  COOPERATIVE       LEARNING LITERARY VOCAB QUIZ, AND UNUSUAL VOCAB QUIZ
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Friday, October 03, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS STUDENTS WILL COMPARE AND CONTRAST THE JOURNEYS OF WILLIAM BRADFORD IN "OF PLYMOUTH PLANTATION" AND JOHN SMITH IN "THE GENERAL HISTORY OF VIRGINIA"  • the hardships each colonist endured while traveling and settling in America.
    • the way Smith and Bradford perceived Native Americans.
    • the changing attitude of the colonists towards the Native Americans.
    • the writer’s style (third person point of view).
    • the beliefs that are evident in each account.
    • the role Providence or luck played in the accounts of the two settlements.
    • Smith and Bradford as political leaders . What are their strengths and weaknesses?
    Direct Teach, Independent Study  
     
     
    E3.6A, 33.15Ci-iii, E3.26A,   E3.FIG19A,B
    Monday, October 06, 2014 Notes, textbook, projector and vid clips, computer, journals, HANDOUTS STUDENTS WILL COMPARE AND CONTRAST THE JOURNEYS OF WILLIAM BRADFORD IN "OF PLYMOUTH PLANTATION" AND JOHN SMITH IN "THE GENERAL HISTORY OF VIRGINIA"  • the hardships each colonist endured while traveling and settling in America.
    • the way Smith and Bradford perceived Native Americans.
    • the changing attitude of the colonists towards the Native Americans.
    • the writer’s style (third person point of view).
    • the beliefs that are evident in each account.
    • the role Providence or luck played in the accounts of the two settlements.
    • Smith and Bradford as political leaders . What are their strengths and weaknesses?
    Direct Teach, Independent Study  
     
     
    E3.6A, 33.15Ci-iii, E3.26A,   E3.FIG19A,B
    Tuesday, October 07, 2014 NOTES, JOURNALS, POWERPOINT Students will develop a literary vocabulary by learning terms and matching literary terms to works read in American Lit.   LITERARY VOCABULARY    
     
     
    E3.7E3.2A,B,C,E3.7A E3.1A,B,C,D,E
    Wednesday, October 08, 2014 NOTES, JOURNALS, POWERPOINT Students will develop a literary vocabulary by learning terms and matching literary terms to works read in American Lit.   LITERARY VOCABULARY    
     
     
    E3.7E3.2A,B,C,E3.7A E3.1A,B,C,D,E
    Thursday, October 09, 2014 Journal, notebook, powerpoint OVER Enlightenment and Colonial Times Students will understand Thomas Jefferson's work as an author and a Revolutionary Leader. Students will develop understanding the Enlightenment and Age of Reason as it relates to Colonial Times.  What contribution did Thomas Jefferson make to the American way of life and the American Literature? How does the Declaration of Independence help American Literature?  Direct Teach, Cooperative learning  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A
    Friday, October 10, 2014 Journal, notebook, powerpoint OVER Enlightenment and Colonial Times Students will understand Thomas Jefferson's work as an author and a Revolutionary Leader. Students will develop understanding the Enlightenment and Age of Reason as it relates to Colonial Times.  What contribution did Thomas Jefferson make to the American way of life and the American Literature? How does the Declaration of Independence help American Literature?  Direct Teach, Cooperative learning  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A
    Monday, October 13, 2014 HOLIDAY HOLIDAY      
     
     
     
     
     
    Tuesday, October 14, 2014 Journal, notebook, Powerpoint on Benjamin Franklin's life and his contributions to our society from a literary POV. Students will understand Thomas Paine's work from the American Crisis and infer on outside influences in the birth of a nation. Students will make inferences from  How could writers have any outcome on the development of a nation?  What would they have to write about?  Direct teach  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A  
    Wednesday, October 15, 2014 Journal, notebook, Powerpoint on Benjamin Franklin's life and his contributions to our society from a literary POV. Students will understand Thomas Paine's work from the American Crisis and infer on outside influences in the birth of a nation. Students will make inferences from  How could writers have any outcome on the development of a nation?  What would they have to write about?  Direct teach  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A  
    Thursday, October 16, 2014 Journal, notebook, Powerpoint--Road to Revolution   Speech on You Tube   Patrick Henry's speech Students will be able to infer the framers views on the Constitution.   Students will build project on Virtues of Ben Franklin.                                                               VIRTUES If the framers of the Const. didn't support the document and knew it had problems why did they push it through anyway?  Cooperative learning  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A 
    Friday, October 17, 2014 Journal, notebook, Powerpoint--Road to Revolution   Speech on You Tube   Patrick Henry's speech Students will be able to infer the framers views on the Constitution.   Students will build project on Virtues of Ben Franklin.                                                               VIRTUES If the framers of the Const. didn't support the document and knew it had problems why did they push it through anyway?  Cooperative learning  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A 
    Monday, October 20, 2014 Journal, notebook, Powerpoint--Road to Revolution Students will be able to discuss Revolutionary Leadership and their contribution to American Literature.  Why do the leaders of the Am. Rev. have such an impact on Am Lit.?  Don't they have leadership stuff to do?  Why did they write?  Direct teach  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A
    Tuesday, October 21, 2014 Journal, notebook, Powerpoint--Road to Revolution Students will be able to discuss Revolutionary Leadership and their contribution to American Literature.  Why do the leaders of the Am. Rev. have such an impact on Am Lit.?  Don't they have leadership stuff to do?  Why did they write?  Direct teach  
     
     
    E3.fig 19A, B E3.2A,B,C E3.6A
    Wednesday, October 22, 2014 Writing Project,  Students will write their own amendments to the Constitution and must be able to offer support and ways to uphold them. Their amendments will come after an analysis of the Const. and its amendments What would you change about our Const.?  Why would you change and what kind of time frame did our original writers have?  Cooperative learning  
     
     
    E3.16Ci-iii, E3.26A, E3.13A,B,C,D,E, E3.1A,B,C,D,E 
    Thursday, October 23, 2014 Writing Project,  Students will write their own amendments to the Constitution and must be able to offer support and ways to uphold them. Their amendments will come after an analysis of the Const. and its amendments What would you change about our Const.?  Why would you change and what kind of time frame did our original writers have?  Cooperative learning  
     
     
    E3.16Ci-iii, E3.26A, E3.13A,B,C,D,E, E3.1A,B,C,D,E 
    Friday, October 24, 2014 Journal, notebook, Poetry Powerpoint W.H. Auden The Unknown Citizen.  Students will be able to identify Satire in Auden's poem.  Students will be able to identify the tone of the author in the poem. What societal flaw is the object of Auden's satire?  How would you characterize this satire as harsh or gentle? Does this poem call for action or change?  Direct teach,oral questions, journal Oral questioning, journal
     
     
    E3.Fig19AB; E3.1ABCD
    Monday, October 27, 2014 Journal, notebook, Poetry Powerpoint W.H. Auden The Unknown Citizen.  Students will be able to identify Satire in Auden's poem.  Students will be able to identify the tone of the author in the poem. What societal flaw is the object of Auden's satire?  How would you characterize this satire as harsh or gentle? Does this poem call for action or change?  Direct teach,oral questions, journal Oral questioning, journal
     
     
    E3.Fig19AB; E3.1ABCD
    Tuesday, October 28, 2014 Journal, notebook, book Students will be able to identify syntax and what effect it has on poetry. Students will be able to identify word meanings through analogies.   How does the unconventional use of syntax add to the dreamlike quality of the last three stanza's? What is a stanza and why do poets utilize them?  Do they have to?  Direct teach,oral questions, journal Journal, one minute write
     
     
    E3.2A; E3.3A; E3.7A
    Wednesday, October 29, 2014 Journal, notebook, book Students will be able to identify syntax and what effect it has on poetry. Students will be able to identify word meanings through analogies.   How does the unconventional use of syntax add to the dreamlike quality of the last three stanza's? What is a stanza and why do poets utilize them?  Do they have to?  Direct teach,oral questions, journal Journal, one minute write
     
     
    E3.2A; E3.3A; E3.7A
    Thursday, October 30, 2014 Journal, notebook, book,  Students will  be able to identify symbolism. Students will be able to interpret poetry and determine use of symbolism. Emily Dickinson p. 415 The Brain is Wider than the Sky, p. 414 The soul selects her own society, p. 417 Water, is taught by thirst, p. 416 There is a solitude of space What is symbolism? How does the author use symbolism to convey her meaning?  Cooperative learning Oral questioning, journal
     
     
    E3.2A; E3.3A; E3.7A E3.13ABCD
    Friday, October 31, 2014 Journal, notebook, book,  Students will  be able to identify symbolism. Students will be able to interpret poetry and determine use of symbolism. Emily Dickinson p. 415 The Brain is Wider than the Sky, p. 414 The soul selects her own society, p. 417 Water, is taught by thirst, p. 416 There is a solitude of space What is symbolism? How does the author use symbolism to convey her meaning?  Cooperative learning Oral questioning, journal
     
     
    E3.2A; E3.3A; E3.7A E3.13ABCD
    Monday, November 03, 2014 Journal, notebook, book Students will be able to define iamb. Students will be able to define blank verse.  P. 872 Birches, p. 877 Stopping by Woods on a Snowy Evening, p. 878 Mending Wall, p. 887 The Gift Outright  What is Iambs?  What is blank verse? How do you feel about separation?  What is Frosts purpose? How does reading and recognizing punctuation in poetry effect the meaning of the work?  Direct teach, Oral questions, one minute write
     
     
    E3.14B
    Tuesday, November 04, 2014 Journal, notebook, book Students will be able to define iamb. Students will be able to define blank verse.  P. 872 Birches, p. 877 Stopping by Woods on a Snowy Evening, p. 878 Mending Wall, p. 887 The Gift Outright  What is Iambs?  What is blank verse? How do you feel about separation?  What is Frosts purpose? How does reading and recognizing punctuation in poetry effect the meaning of the work?  Direct teach, Oral questions, one minute write
     
     
    E3.14B
    Wednesday, November 05, 2014 Journal, notebook, book Students will understand that Whitman has same literary tech. and language as previous authors.  Students will make connections between similar language, writing topics, etc.  I Hear America Singing page 435.  Page 436 A Noiseless Patient Spider How is Whitman like W. H. Auden?  What similar tactics and topics are there?  How does Whitman poem tie into African American Poetry we read in class?   Direct teach, Oral questions, one minute write
       
       
    E3.13ABCD E3.15Ci-iii   
     
     
    Thursday, November 06, 2014 Journal, notebook, book Students will understand that Whitman has same literary tech. and language as previous authors.  Students will make connections between similar language, writing topics, etc.  I Hear America Singing page 435.  Page 436 A Noiseless Patient Spider How is Whitman like W. H. Auden?  What similar tactics and topics are there?  How does Whitman poem tie into African American Poetry we read in class?   Direct teach, Oral questions, one minute write
       
       
    E3.13ABCD E3.15Ci-iii   
     
     
    Friday, November 07, 2014 Journal, notebook,   SAT vocab      Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. The Gift p 1342, Camouflaging the Chimera p. 1350 What does the author recall about his time as a child?  What things did he learn that helped him for parenthood?   Direct teach,oral questions, journal Oral questioning, journal, students will write about a memory they had as a child where they were in pain and an adult helped.
     
     
    E3.Fig19AB; E3.1ABCD
    Monday, November 10, 2014 Journal, notebook,   SAT vocab      Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. The Gift p 1342, Camouflaging the Chimera p. 1350 What does the author recall about his time as a child?  What things did he learn that helped him for parenthood?   Direct teach,oral questions, journal Oral questioning, journal, students will write about a memory they had as a child where they were in pain and an adult helped.
     
     
    E3.Fig19AB; E3.1ABCD
    Tuesday, November 11, 2014 Journal, notebook, book Students will be able to develop a Fib in class.  Students will learn that a Fibonacci sequence is fairly new to poetry and it is developed by 1 syllable, line with the next line equaling the syllables of the previous lines.  Page 1371 How does nature represent itself in a FIB?   Direct teach,oral questions, journal Journal, one minute write
     
     
    E3.2A; E3.3A; E3.7A
    Wednesday, November 12, 2014 Journal, notebook, book Students will be able to develop a Fib in class.  Students will learn that a Fibonacci sequence is fairly new to poetry and it is developed by 1 syllable, line with the next line equaling the syllables of the previous lines.  Page 1371 How does nature represent itself in a FIB?   Direct teach,oral questions, journal Journal, one minute write
     
     
    E3.2A; E3.3A; E3.7A
    Thursday, November 13, 2014 Journal, notebook, book,                 Students will compose a letter that might have been sent from GW to FD on the subject of slavery and a letter from FD to GW.  These should reflect tone, biases and views of the two men.  Letters must address slavery.  What are Washington's reasons for owning slaves?  Evaluation word search
     
     
    E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,
    E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;
    E3.23A, E3. 23B, E3.23C, E3.23E      
    Friday, November 14, 2014 Journal, notebook, book,                 Students will compose a letter that might have been sent from GW to FD on the subject of slavery and a letter from FD to GW.  These should reflect tone, biases and views of the two men.  Letters must address slavery.  What are Washington's reasons for owning slaves?  Evaluation word search
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Monday, November 17, 2014 Journal, notebook, book,               Students will read The Life and Times of Frederick Douglass.  Students will understand and link FD to the gain in popularity and rise in abolition.  Students will take notes on the background of FD and his life. CHAPTER 1 Who was Frederick Douglas?  What are his contributions to America?  Worksheet Oral questions, one minute write
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Tuesday, November 18, 2014 Journal, notebook, book,               Students will read The Life and Times of Frederick Douglass.  Students will understand and link FD to the gain in popularity and rise in abolition.  Students will take notes on the background of FD and his life. CHAPTER 1 Who was Frederick Douglas?  What are his contributions to America?  Worksheet Oral questions, one minute write
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Wednesday, November 19, 2014 Journal, notebook, book,   Vocab #11              Students will receive SAT Vocab #11 to build vocab skills for test this spring.  Students will continue reading The Life of Frederick Douglass, An American Slave.  Students will understand Tone, Bias, and select vocab from period.  Students will look for markers, e.g., ethics, moral values, loyalties, and the political aspect of the novel.  Students will also engage in meaningful dialogue about how words are used to humiliate and redeem one’s character. CHAPTER 2 What is a Human Right?
    Why is reading comprehension a statement about Freedom?

    Independent Activity and Cooperative Learning Journal
     
     
    E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E
    Thursday, November 20, 2014 Journal, notebook, book,   Vocab #11              Students will receive SAT Vocab #11 to build vocab skills for test this spring.  Students will continue reading The Life of Frederick Douglass, An American Slave.  Students will understand Tone, Bias, and select vocab from period.  Students will look for markers, e.g., ethics, moral values, loyalties, and the political aspect of the novel.  Students will also engage in meaningful dialogue about how words are used to humiliate and redeem one’s character. CHAPTER 2 What is a Human Right?
    Why is reading comprehension a statement about Freedom?

    Independent Activity and Cooperative Learning Journal
     
     
    E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E
    Friday, November 21, 2014 Journal, notebook, book,                 Chapter 3 Students will learn to identify the main ideas, use main ideas to draw inferences, conclusions, and generalizations about the novel. In an effort to strengthen their critical thinking skills, the students will complete the expository reading guide, using textual evidence, write responses to the “Universal Declaration of Human Rights” quiz, and dialogue their findings on Human Rights issues e.g., right to life, freedom, full equality, and education. Hence, this lesson plan will emphasize the theme Social Justice, Social Reconciliation, and Social Transformation. Therefore, it is anticipated that this unit will aid the students in developing their critical thinking, reading comprehension, oral speaking, and writing skills.
    How will strong skills in reading, writing, and speaking make your life better? Independent Activity and Cooperative Learning Worksheet
     
     
      E3.12A, E3.12B, E3.12C, E3.12D 
    Monday, November 24, 2014 Journal, notebook, book,                 Chapter 3 Students will learn to identify the main ideas, use main ideas to draw inferences, conclusions, and generalizations about the novel. In an effort to strengthen their critical thinking skills, the students will complete the expository reading guide, using textual evidence, write responses to the “Universal Declaration of Human Rights” quiz, and dialogue their findings on Human Rights issues e.g., right to life, freedom, full equality, and education. Hence, this lesson plan will emphasize the theme Social Justice, Social Reconciliation, and Social Transformation. Therefore, it is anticipated that this unit will aid the students in developing their critical thinking, reading comprehension, oral speaking, and writing skills.
    How will strong skills in reading, writing, and speaking make your life better? Independent Activity and Cooperative Learning Worksheet
     
     
      E3.12A, E3.12B, E3.12C, E3.12D 
    Tuesday, November 25, 2014 KINDNESS MATTERS PRESENTATION KINDNESS MATTERS PRESENTATION      
     
     
      E3.12A, E3.12B, E3.12C, E3.12D 
    Wednesday, November 26, 2014 HOLIDAY HOLIDAY      
     
     
     
    Thursday, November 27, 2014 HOLIDAY HOLIDAY      
     
     
     
     
     
    Friday, November 28, 2014 HOLIDAY HOLIDAY      
     
     
     
    Monday, December 01, 2014 Journal, notebook, book,  Sat # 11 Vocab Chapter 4   How does literature affect Social Justice, Social Reconciliation and Social Transformation?   Independent Activity and Cooperative Learning Word Search
     
     
    E3.2A; E3.3A; E3.7A E3.13ABCD  E3.15Ai-vi E3.17A,B      
    Tuesday, December 02, 2014 Journal, notebook, book,  Sat # 11 Vocab Chapter 4  How does literature affect Social Justice, Social Reconciliation and Social Transformation?   Independent Activity and Cooperative Learning Word Search
     
     
    E3.2A; E3.3A; E3.7A E3.13ABCD  E3.15Ai-vi E3.17A,B      
    Wednesday, December 03, 2014 Journal, notebook, book,           Chapter 5 IN CLASS.                                         Students will build timeline of events thus far in FD life.                        CHAPTER 6 HOMEWORK                    Journal
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Thursday, December 04, 2014 Journal, notebook, book,             Chapter 5 IN CLASS.  Sat Vocab Test 11                                        Students will build timeline of events thus far in FD life.                        CHAPTER 6 HOMEWORK                    Journal
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Friday, December 05, 2014 Journal, notebook, book,             Sat Vocab Test 11 Frederick Douglass- An American Slave Chapter 7 Continued.  Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.                                                    What training does Sophia Auld receive in “irresponsible power,” changing her naturally kind disposition?  What moral does Douglass learn from reading about the conversation between the slave and his master in the book The Columbian Orator? What does he learn from Sheridan's Speech. At this point in his life, why does Douglass find himself regretting his own existence?    Oral questions, one minute write
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Monday, December 08, 2014 Journal, notebook, book, SAT #12               Sat Vocab #12.   Frederick Douglass- An American Slave Chapter 7 Continued.  Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.                                                    What training does Sophia Auld receive in “irresponsible power,” changing her naturally kind disposition?  What moral does Douglass learn from reading about the conversation between the slave and his master in the book The Columbian Orator? What does he learn from Sheridan's Speech. At this point in his life, why does Douglass find himself regretting his own existence?    Oral questions, one minute write
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Tuesday, December 09, 2014 Journal, notebook, book,                 Frederick Douglass- An American Slave                                        Chapter 8 CLASS       Students will use elements of the writing process to to compose multiple journal entries and begin a persuasive essay to discuss the views, opinions, and facts of Frederick Douglass.  Students will also include transitions and rhetorical devices used to convey meaning.           CHAPTER 9 /10 HOMEWORK                                  Why does Douglass suffer more anxiety than other slaves during the division of the state?  How are Douglass' memories of the plantation  an indication of his intelligence?  Why does Douglass acknowledge his grandmother as source of all his old master's wealth?  Independent Study  journal reminder
      Quiz over Chapter 5,6,7,8 
     
     
     
     
    Wednesday, December 10, 2014 Journal, notebook, book,                 Frederick Douglass- An American Slave                                        Chapter 8 CLASS       Students will use elements of the writing process to to compose multiple journal entries and begin a persuasive essay to discuss the views, opinions, and facts of Frederick Douglass.  Students will also include transitions and rhetorical devices used to convey meaning.           CHAPTER 9 /10 HOMEWORK                                  Why does Douglass suffer more anxiety than other slaves during the division of the state?  How are Douglass' memories of the plantation  an indication of his intelligence?  Why does Douglass acknowledge his grandmother as source of all his old master's wealth?  Independent Study  journal reminder
      Quiz over Chapter 5,6,7,8 
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Thursday, December 11, 2014 Journal, notebook, book,                Why does Covey whip Douglass almost every week for the first six months he works for him?  How can we interpret the whippings as building block for his freedom?  What does Douglass consider freedom?  What did he do to obtain his freedom?  Finish Chapter 11 What is an example from this chapter of how Captain Auld gives religious sanctions and support for his slave holding cruelty?  What does Douglass do that angers Captain Auld enough to send him to live with Mr. Covey, who is known for breaking slaves?    Collect Journals Quiz over 9-11
     
     
     
     
     
    Friday, December 12, 2014 Journal, notebook, book,                Why does Covey whip Douglass almost every week for the first six months he works for him?  How can we interpret the whippings as building block for his freedom?  What does Douglass consider freedom?  What did he do to obtain his freedom?  Finish Chapter 11 What is an example of from this chapter of how Captain Auld gives religious sanctions and support for his slave holding cruelty?  What does Douglass do that angers Captain Auld enough to send him to live with Mr. Covey, who is known for breaking slaves?    Collect Journals
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    EAST VIEW HIGH SCHOOL   WEEK 17 END OF FIRST SEMESTER
    English III  
    OBJECTIVE AND TEKS Activities/Procedures/Materials Objectives Essential/Guiding Questions Lesson Delivery Ck. For Understanding/Assessment
    Monday, December 15, 2014 Journal, notebook,    Review   Direct teach,oral questions, journal Review
     
     
     
     
     
    Tuesday, December 16, 2014 Journal, notebook,    Review   Direct teach,oral questions, journal Review
     
     
     
     
     
    Wednesday, December 17, 2014 HALF DAY EXAMS      
     
     
     
    Thursday, December 18, 2014 HALF DAY EXAMS      
     
     
     
     
     
    Friday, December 19, 2014 HOLIDAY HOLIDAY      
     
     
     
    Monday, January 05, 2015 Journal, notebook,   SAT vocab    . Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. Students will begin persuasive evaluation tactics working independently at first and then in cooperative learning groups.  Students will write 10 minutes each day on a topic related to American Politics today.  How can evaluating persuasive texts and debates give you a better understanding of yourself and the world around you? Why is critical literacy important in everyday life? Direct teach,oral questions, journal  
     
     
    E3.1A, B, C E3.9A, B,C,D
    Tuesday, January 06, 2015 Journal, notebook,   SAT vocab    . Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. Students will begin persuasive evaluation tactics working independently at first and then in cooperative learning groups.  Students will write 10 minutes each day on a topic related to American Politics today.  How can evaluating persuasive texts and debates give you a better understanding of yourself and the world around you? Why is critical literacy important in everyday life? Direct teach,oral questions, journal  
     
     
    E3.1A, B, C E3.9A, B,C,D
    Wednesday, January 07, 2015 Journal, notebook, book,                 Students will watch a Political Debate and using Persuasive evaluation techniques will pinpoint target audience, purpose, views, and if the debate was successful.    Cooperative learning  
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Thursday, January 08, 2015 Journal, notebook, book,                 Students will watch a Political Debate and using Persuasive evaluation techniques will pinpoint target audience, purpose, views, and if the debate was successful.    Cooperative learning  
     
     
    E3.15Ai, E3.15Aii, E3.15Aiii                                 E3.13,B                  E16 A,C,F
    Friday, January 09, 2015 Journal, notebook, book,                 continued Students will use a variety of comprehension strategies to read and analyze persuasive texts, as well as how words, images, graphics, and sounds work together in various forms of media to impact meaning. Cooperative learning Oral questioning, journal
     
     
       E3.2  E3.2A,   E3 Fig 19B E3.2A,E3.5B, E3.5C, E3.5D, E3.19.A
    Saturday, January 10, 2015 Journal, notebook, book,               Students will read two texts and analyze their persuasive values.  Target audience, tactics used, purpose, views and outcome will all be evaluated.  What is the purpose and audience of Persuasive Text # 1? What is the purpose and audience of Persuasive Text #2?  Evaluation Oral questions, one minute write
     
     
    E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,
    E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;
    E3.23A, E3. 23B, E3.23C, E3.23E)   
    Sunday, January 11, 2015 Journal, notebook, book,               Students will read two texts and analyze their persuasive values.  Target audience, tactics used, purpose, views and outcome will all be evaluated.  What is the purpose and audience of Persuasive Text # 1? What is the purpose and audience of Persuasive Text #2?  Evaluation Oral questions, one minute write
     
     
    E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,
    E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;
    E3.23A, E3. 23B, E3.23C, E3.23E)   
    Monday, January 12, 2015 Journal, notebook, book,                 Sat Vocab Test #14.  Students will read a prompt and then write a persuasive paper.  They utilize past learning and hit target audience, purpose, views, and various tactics to win over the audience.                                                         Independent Study  
     
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,
    E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;
    E3.23A, E3. 23B, E3.23C, E3.23E      
    Tuesday, January 13, 2015 Journal, notebook, book,                 Sat Vocab Test #14.  Students will read a prompt and then write a persuasive paper.  They utilize past learning and hit target audience, purpose, views, and various tactics to win over the audience.                                                         Independent Study  
     
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,
    E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;
    E3.23A, E3. 23B, E3.23C, E3.23E      
    Monday, January 19, 2015 HOLIDAY HOLIDAY      
     
     
     
    Tuesday, January 20, 2015 Journal, notebook,   SAT vocab #7  Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. Students will begin preparing persuasive speeches with a partner.  These speeches will be worked on in class and presented on Wednesday.  Each speech will have two minutes.  There will be another group that will dispute their claims.    What is your attention getter?  How do you hold their attention?  What is the thesis and why is it important?  Direct teach,oral questions, journal  
     
     
    E3.1A, B, C E3.9A, B,C,D
    Wednesday, January 21, 2015 Journal, notebook,   SAT vocab #7  Students will obtain SAT vocab words and begin to develop language essential for SAT testing in the Spring. Students will begin preparing persuasive speeches with a partner.  These speeches will be worked on in class and presented on Wednesday.  Each speech will have two minutes.  There will be another group that will dispute their claims.    What is your attention getter?  How do you hold their attention?  What is the thesis and why is it important?  Direct teach,oral questions, journal  
     
     
    E3.FIG19A,B, E3.2A,B,C, E3.6A, E3.25A, E3.26A
    Thursday, January 22, 2015 Journal, notebook, book,                 continued   Cooperative learning  
     
     
    E3.12A, E3.12B, E3.12C, E3.12D 
    Friday, January 23, 2015 Journal, notebook, book,                 continued   Cooperative learning  
     
     
    E3.12A, E3.12B, E3.12C, E3.12D 
    Monday, January 26, 2015 Journal, notebook, book,                 Persuasive speech presentations  time limit is 3 minutes with a 3 minute rebuttal by the class.    Cooperative learning Oral questioning, journal
     
     
    E3.12A, E3.12B, E3.12C, E3.12D 
    Tuesday, January 27, 2015 Journal, notebook, book,                 Persuasive speech presentations  time limit is 3 minutes with a 3 minute rebuttal by the class.    Cooperative learning Oral questioning, journal
     
     
    E3.12A, E3.12B, E3.12C, E3.12D 
    Wednesday, January 28, 2015 Journal, notebook, book,               continued   Evaluation Oral questions, one minute write
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E)
    Thursday, January 29, 2015 Journal, notebook, book,               continued   Evaluation Oral questions, one minute write
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E)
    Friday, January 30, 2015 Journal, notebook, book,                                         continued                                                        Sat Vocab Test #15.  Students will conclude speeches and take notes on ways to improve performance on speeches.                                                   Independent Study  
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E 
    Monday, February 02, 2015 Journal, notebook, book,                                         continued                                                        Sat Vocab Test #15.  Students will conclude speeches and take notes on ways to improve performance on speeches.                                                   Independent Study  
     
     E3.9C; E3.13B, E3.13C; E3.16A, E3.16B; E3.16C,E3.16D, E3.16E, E3.16F; E3.21B, E3.21C; E3.22B;E3.23A, E3. 23B, E3.23C, E3.23E 
    Tuesday, February 03, 2015 Journal, notebook, book, SAT #14               Students will write notebook entries that demonstrate knowledge of new words, their meanings, and origins. Students will develop an understanding of realism, the authors, and purpose of Mark Twain's writings.  Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.  What is Realism? What is the author's purpose? What is the authors perspective? Guided Practice Questions, Critical Reading
     
     E3.1B,E3.8,E3.8A,   E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15,E3.Fig19A,B E3.21B
    Wednesday, February 04, 2015 Journal, notebook, book, SAT #14               Students will write notebook entries that demonstrate knowledge of new words, their meanings, and origins. Students will develop an understanding of realism, the authors, and purpose of Mark Twain's writings.  Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.  What is Realism? What is the author's purpose? What is the authors perspective? Guided Practice Questions, Critical Reading
     
     E3.1B,E3.8,E3.8A,   E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15,E3.Fig19A,B E3.21B
    Thursday, February 05, 2015 Journal, notebook, book,                Students will read "The Danger of Lying in Bed" "A Letter to the  Secretary of the Treasury" Define Style- the way something is written, in contrast to its content.  Define Tone-authors particular attitude, either stated or implied.  Define Diction--Choice of words in speaking or writing for clear and effective expression.  Guided Practice Questions, Critical Reading
     
     
    E3.2A E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.Fig19A,B
    Friday, February 06, 2015 Journal, notebook, book,                Students will read "The Danger of Lying in Bed" "A Letter to the  Secretary of the Treasury" Define Style- the way something is written, in contrast to its content.  Define Tone-authors particular attitude, either stated or implied.  Define Diction--Choice of words in speaking or writing for clear and effective expression.  Guided Practice Questions, Critical Reading
     
     
    E3.2A E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.Fig19A,B
    Monday, February 09, 2015 Journal, notebook, book,                Students will read "The Jumping Frog of CC", "The Private History of a Campaign that Failed" How does style, tone, and diction advance the authors purpose and perspective as well as stance? What is the sequencing of information presented?  How does sequencing of information lead to clarity? What is the logic and clarity of information presented? Guided Practice Questions, Critical Reading
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15Ci, E3.21B E3.Fig19A,B   
    Tuesday, February 10, 2015 Journal, notebook, book,                Students will read "The Jumping Frog of CC", "The Private History of a Campaign that Failed" How does style, tone, and diction advance the authors purpose and perspective as well as stance? What is the sequencing of information presented?  How does sequencing of information lead to clarity? What is the logic and clarity of information presented? Guided Practice Questions, Critical Reading
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15Ci, E3.21B E3.Fig19A,B   
    Wednesday, February 11, 2015 Journal, notebook, book,                Students will read realist writer Ambrose Bierce  "The Damned Thing"
     "The Devil's Dictionary"
     "Chickamauga"
    What is satire?  How does our author achieve satire?  Independent study Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15Ci, E3.21B
    Thursday, February 12, 2015 Journal, notebook, book,                Students will read realist writer Ambrose Bierce  "The Damned Thing"
     "The Devil's Dictionary"
     "Chickamauga"
    What is satire?  How does our author achieve satire?  Independent study Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15Ci, E3.21B
    Friday, February 13, 2015 Journal, notebook, book,   vocab #16 TEST              Continued What is satire?  How does our author achieve satire?  Independent study Quiz, Vocab Test
       
       
     E3.1B, E E3.8,E3.8A,E3.9, E3.9A, E3.9C ,E3.11,E3.11A, E3.11B, E3.15, E3.21B     
     
     
    Monday, February 16, 2015 HOLIDAY HOLIDAY      
     
     
     
    Tuesday, February 17, 2015 Journal, notebook, book,   vocab #16 TEST              Continued What is satire?  How does our author achieve satire?  Independent study Quiz, Vocab Test
       
       
     E3.1B, E E3.8,E3.8A,E3.9, E3.9A, E3.9C ,E3.11,E3.11A, E3.11B, E3.15, E3.21B     
     
     
    Wednesday, February 18, 2015 Journal, notebook, book, SAT #15               Students will write notebook entries that demonstrate knowledge of new words, their meanings, and origins. Students will develop an understanding of MODERNIST, the authors, and purpose of Modernist writing. Students will be read Stephen Crane "An Episode of War". Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.  What is Realism? What is the author's purpose? What is the authors perspective? Guided Practice Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Thursday, February 19, 2015 Journal, notebook, book, SAT #15               Students will write notebook entries that demonstrate knowledge of new words, their meanings, and origins. Students will develop an understanding of MODERNIST, the authors, and purpose of Modernist writing. Students will be read Stephen Crane "An Episode of War". Students will write notebook entries that demonstrate knowledge of new words, their meanings and origins.  What is Realism? What is the author's purpose? What is the authors perspective? Guided Practice Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Friday, February 20, 2015   Students will read TS Eliot's "Love Song of J. Alfred Prufrock"  SAT Vocab # 19 What is the difference between modern and traditional text?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Monday, February 23, 2015   Students will read TS Eliot's "Love Song of J. Alfred Prufrock"   What is the difference between modern and traditional text?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Tuesday, February 24, 2015   Pass out study questions for novel.  Students will begin reading                           The Great Gatsby chapter 1.  Students will gather background information on the time period, relationship of characters, etc.  What is the basis of the novel?  How is it a protest novel?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Wednesday, February 25, 2015   Pass out study questions for novel.  Students will begin reading                           The Great Gatsby chapter 1.  Students will gather background information on the time period, relationship of characters, etc.  What is the basis of the novel?  How is it a protest novel?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Thursday, February 26, 2015 Journal, notebook, book, SAT #20   The Great Gatsby Students will develop character sketches for a deeper understanding of each character as well as how that development takes us deeper into themes of our novel.Chapter 3 What does our character Gatsby look like? What can we tell about his morals thus far in the novel?  Guided Practice Questions, Critical Reading, plot development, character development 
     
     
     
    Friday, February 27, 2015 Journal, notebook, book, SAT #20   The Great Gatsby Students will develop character sketches for a deeper understanding of each character as well as how that development takes us deeper into themes of our novel.Chapter 3 What does our character Gatsby look like? What can we tell about his morals thus far in the novel?  Guided Practice Questions, Critical Reading, plot development, character development 
     
     
     
    Monday, March 02, 2015 The Great Gatsby Students will develop a plot analysis for chapter 1, 2, 3.  How does the development of plot change our story?  Guided Practice Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Tuesday, March 03, 2015 The Great Gatsby Students will develop a plot analysis for chapter 1, 2, 3.  How does the development of plot change our story?  Guided Practice Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B
    Wednesday, March 04, 2015 The Great Gatsby Students will continue the novel and develop the understanding of theme.  Themes to discuss--American Dream, Loneliness, corrupting power of women, male friendships,strengths and weaknesses, the 30's. How do themes impact our understanding of the novel?  What theme stands out to you? WHY?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Thursday, March 05, 2015 The Great Gatsby Students will continue the novel and develop the understanding of theme.  Themes to discuss--American Dream, Loneliness, corrupting power of women, male friendships,strengths and weaknesses, the 30's. How do themes impact our understanding of the novel?  What theme stands out to you? WHY?   Questions, Critical Reading
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C,E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Friday, March 06, 2015 The Great Gatsby Students will answer questions on theme, foreshadowing, and other literary elements that Fitzgerald used to develop the novel.   What specific things makes the novel so easy for readers to understand?  What techniques are utilized by Fitzgerald?  Why do we feel like we are taking the journey with Gatsby, Nick, Tom, Daisy, etc  Guided Instruction  
     
     
    E3.Fig19A,B   E3.8A  E3.2A
    Monday, March 09, 2015 The Great Gatsby Students will answer questions on theme, foreshadowing, and other literary elements that Fitzgerald used to develop the novel.   What specific things makes the novel so easy for readers to understand?  What techniques are utilized by Fitzgerald?  Why do we feel like we are taking the journey with Gatsby, Nick, Tom, Daisy, etc  Guided Instruction  
     
     
    E3.Fig19A,B   E3.8A  E3.2A
    Tuesday, March 10, 2015 The Great Gatsby REVIEW NOVEL AND CHARACTERS, DISCUSS AND REVIEW EACH CHAPTER QUESTION, COLLECT NOTEBOOKS AND JOURNALS      
     
     
     
    Wednesday, March 11, 2015 The Great Gatsby REVIEW NOVEL AND CHARACTERS, DISCUSS AND REVIEW EACH CHAPTER QUESTION, COLLECT NOTEBOOKS AND JOURNALS      
     
     
     
    Thursday, March 12, 2015 The Great Gatsby EXAM OVER GATSBY, RECONSTRUCTION, REALISM      
     
     
     
    Friday, March 13, 2015 The Great Gatsby EXAM OVER GATSBY, RECONSTRUCTION, REALISM      
     
     
     
    Monday, March 16, 2015 HOLIDAY HOLIDAY      
     
     
     
    Tuesday, March 17, 2015 HOLIDAY HOLIDAY      
     
     
     
    Wednesday, March 18, 2015 HOLIDAY HOLIDAY      
     
     
     
    Thursday, March 19, 2015 HOLIDAY HOLIDAY      
     
     
     
    Friday, March 20, 2015 HOLIDAY HOLIDAY      
     
     
     
    Monday, March 23, 2015 COMPUTER LAB  RESEARCH BEGIN COLLEGE CAREER RESEARCH PROJECT.  Students will begin to gather info about their college, tech school, job, etc. that they want to pursue upon graduation of HS What options do you have? What interests do you have? Where is the money coning from?  What is FAFSA? What are loans and grants?  What is a profit college and a not for profit college?     
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Tuesday, March 24, 2015 COMPUTER LAB  RESEARCH BEGIN COLLEGE CAREER RESEARCH PROJECT.  Students will begin to gather info about their college, tech school, job, etc. that they want to pursue upon graduation of HS What options do you have? What interests do you have? Where is the money coning from?  What is FAFSA? What are loans and grants?  What is a profit college and a not for profit college?     
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Wednesday, March 25, 2015 COMPUTER LAB  RESEARCH continued      
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Thursday, March 26, 2015 COMPUTER LAB  RESEARCH continued      
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Friday, March 27, 2015 COMPUTER LAB  RESEARCH continued      
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Monday, March 30, 2015 COMPUTER LAB  RESEARCH continued      
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Tuesday, March 31, 2015 COMPUTER LAB  RESEARCH Students will correct errors, organize papers in MLA format.  Students will restructure papers to support their thesis.  Students will receive instructions presentation procedures. Students will send test email to gunnb@georgetownisd.org by midnight Review MLA format rules and discuss.  Show examples of MLA format (AGAIN) Guided Practice Read commends made on papers and justify. 
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Wednesday, April 01, 2015 COMPUTER LAB  RESEARCH Students will correct errors, organize papers in MLA format.  Students will restructure papers to support their thesis.  Students will receive instructions presentation procedures. Students will send test email to gunnb@georgetownisd.org by midnight Review MLA format rules and discuss.  Show examples of MLA format (AGAIN) Guided Practice Read commends made on papers and justify. 
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Thursday, April 02, 2015 COMPUTER LAB  RESEARCH Students will correct errors, organize papers in MLA format.  Students will restructure papers to support their thesis.   What was your thesis?  What do you have in your paper that supports your position?  Do you have the correct number of sources?  Look at MLA format handout and does your paper look like this?  Guided Practice Read commends made on papers and justify. 
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Friday, April 03, 2015 COMPUTER LAB  RESEARCH Students will correct errors, organize papers in MLA format.  Students will restructure papers to support their thesis.   What was your thesis?  What do you have in your paper that supports your position?  Do you have the correct number of sources?  Look at MLA format handout and does your paper look like this?  Guided Practice Read commends made on papers and justify. 
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15, E3.21B, E3.21C 
    Monday, April 06, 2015 COMPUTER LAB  RESEARCH Students will proof each others papers in class and make comments to their peers.    Cooperative Learning  
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Tuesday, April 07, 2015 COMPUTER LAB  RESEARCH Students will proof each others papers in class and make comments to their peers.    Cooperative Learning  
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Wednesday, April 08, 2015 COMPUTER LAB  RESEARCH Students will proof each others papers in class and make comments to their peers.    Cooperative Learning  
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Thursday, April 09, 2015 COMPUTER LAB  RESEARCH Students will revise and edit their submissions and  submit their papers by midnight on Friday.  Students will retype and correct errors on papers for submission. Is my paper in MLA format?  Is my work cited page in order? Is my paper structured to follow my thesis?  Independent  
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    Friday, April 10, 2015 COMPUTER LAB  RESEARCH Students will revise and edit their submissions and  submit their papers by midnight on Friday.  Students will retype and correct errors on papers for submission. Is my paper in MLA format?  Is my work cited page in order? Is my paper structured to follow my thesis?  Independent  
     
     
    E3.8,E3.8A,E3.9, E3.9A, E3.9C, E3.11,E3.11A, E3.11B, E3.15 ,E3.21B E3.21C
    OBJECTIVE AND TEKS Activities/Procedures/Materials Objectives Essential/Guiding Questions Lesson Delivery Ck. For Understanding/Assessment
    Monday, May 25, 2015 HOLIDAY HOLIDAY      
     
     
     
     
     
    Tuesday, May 26, 2015 Journal, notebook,    Review   Direct teach,oral questions, journal Review
     
     
     
     
     
    Wednesday, May 27, 2015 Journal, notebook,    Review   Direct teach,oral questions, journal Review
     
     
     
    Thursday, May 28, 2015 HALF DAY EXAMS      
     
     
     
     
     
    Friday, May 29, 2015 HALF DAY EXAMS