Monday November 2, 2015 Do Now: What is a sonnet? What is a sonnet’s rhyme scheme? ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Agenda: Do Now Sonnet 30 Page 960 Sonnet Presentation Vocabulary Unit 5 Vocabulary Clue pictures due tomorrow! Bonus: Pick a poem we’ve read from the text to recite.

Tuesday November 3, 2015 Do Now: How many syllables are in one line of Shakespeare’s sonnets? How many meters? ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Agenda: Vocabulary Picture Check Vocabulary Practice Exercise Begin writing your own sonnet Due tomorrow! Vocabulary Unit 5 Quiz Friday

Write your own sonnet Requirements: 14 lines Rhyme scheme of ABAB/CDCD/EFEF/GG Write in Iambic Pentameter

Wednesday November 4, 2015 Do Now: How many lines are in a sonnet? What is the rhyme scheme of the last two lines? ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Agenda: Sonnet Editing Sonnet group sharing Share your finished sonnet with your group. Decide whose sonnet is best to share with the class. “Gather Ye Rosebuds” Questions

Thursday November 5, 2015 Do Now: What is a Haiku? Agenda: ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Agenda: “Gather ye Rosebuds” Video “O Me! O Life!” -Haiku Reading and Writing pg 954 Vocabulary Quiz tomorrow!

O Me! O Life!- Walt Whitman O me! O life!... of the questions of these recurring; Of the endless trains of the faithless — of cities fill’d with the foolish; Of myself forever reproaching myself, (for who more foolish than I, and who more faithless?) Of eyes that vainly crave the light — of the objects mean — of the struggle ever renew’d; Of the poor results of all — of the plodding and sordid crowds I see around me; Of the empty and useless years of the rest — with the rest me intertwined; The question, O me! so sad, recurring — What good amid these, O me, O life? Answer. That you are here — that life exists, and identity; That the powerful play goes on, and you will contribute a verse. – Walt Whitman, 1891

Friday November 6, 2015 Do Now: Write a Haiku about the vocabulary quiz! ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range Agenda: -Vocabulary Quiz Unit 5 -Ink blot Haikus and Picture Haikus DUE MONDAY Pick three ink blots to write three Haikus about. Write the number of the pictures you pick as the title.

Ink Blot Haiku Write three Haikus about three of the ink blots below Ink Blot Haiku Write three Haikus about three of the ink blots below. Write the number of each one that you choose as the title of the Haiku 1 2 3 4 5 6

Monday November 9, 2015 Agenda: -Turn in Haikus from Friday -Intro Power Point “The Raven” -Answer Predicted Response Question -Review Vocabulary words and definitions -Reading #1 of “The Raven” Test over Poetry next FRIDAY! Do Now: What is a raven usually associated with? ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Tuesday November 10, 2015 Do Now: What does close reading mean? Agenda: “The Raven” Rereading #1 and Question Answering Do Now: What does close reading mean? How can it be beneficial? ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Thursday November 12, 2015 Agenda: Finish Questions from Reading #1 Begin Reading #2 and Text Coding in “The Raven” S=Symbolism F= Figurative Language SD= Sound Devices Poetry Exam next FRIDAY! Do Now: If you were to have a bust above your door, like in “The Raven,” who would it be? Why? ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Friday November 13, 2015 Agenda: Finish text coding of “The Raven” Second response to Essential Question Directed note-taking handout Do Now: What personal experiences could Poe have experienced that influenced his writing of “The Raven”? Connect those experiences to “The Raven.” ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Monday November 16, 2015 Agenda: Generate “I Wonder” Statements Do Now: Write the sentence, then label what type of poetic device it is. Ivan will try to light the fire. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Agenda: Generate “I Wonder” Statements Rereading #3 and Question answering Begin Final Response to Essential Question Reminders: Poetry Unit Exam FRIDAY!

Tuesday November 17, 2015 Agenda: Final Response to Essential Question Do Now: Write the poetic device for each sentence. Love is like a battlefield From forth and fatal loins of these two foes. A worm named Maurice took the garden by storm. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Agenda: Final Response to Essential Question Begin storyboard project Reminders: Poetry Unit Exam FRIDAY!

Please sit in the desk with your number. Michael Olivia Jackson M.J. Savannah Daniel Kaliah Xavier Imani Tashawn Kamil Dorien Hannah Jorge Byanca Loui Katelyn Jonah Yessica Brendan Latyia Colby Casey

Please sit in the desk with your number. Killian Hassana Kenneth Hannah Aidan Mandy Brian Keion Aimee Da’Von Garrett Assi Katie Nate Genesis Matthew Armando Khayla Destiny Charianne

Please sit in the desk with your number. Nehemiah Destinee Jared Tanaiya Bradley Kris Andre J’hden Morgan Bella Angel Kayleigh Antonio W. Ed Q. Khyron Antonio G. Alison Samir Kiely Willie Paola Alex Nijae Kenyanna Lauryn Christian James Jesus Edward M. Mohamed Reese

Wednesday November 18, 2015 Agenda: Work on storyboard project Due Tomorrow with “The Raven” Packet Do Now: What are the qualities of a limerick? A Haiku? A Sonnet? ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Reminders: Poetry Unit Exam FRIDAY!

Thursday November 19, 2015 Agenda: Turn in “The Raven” packet. Plicker Review for Poetry exam Do Now: What type of poem is “The Raven”? What qualities make it that type of poem? ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Reminders: Exam TOMORROW! Bring a pencil and something to work on or read after.

Friday November 20, 2015 Agenda: Poetry Unit Exam Do Now: None Mrs. Bass out ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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