Sub Plan for Fink-Thompson’s Maternity Leave

Monday, April 21-Friday, June 6^th

*Notes to Sub English I	Assignment/Grading Rules: Students receive 50% off of any and all late work turned in after the due date. (Unless of course they had an excused absence. In the case of an excused absence, students will receive one day for every excused day to make up their work without penalty. Anything over the allowed time will result in the 50% off reduction) I only take late work up to one week for half credit. Students are not allowed to turn in assignments after the one week period. (except in the case of excused absences) Students will have already checked out novels from me before I leave and a list of assigned books will be recorded and left for you to use when students return books at the end of quarter. I will have had all students submit their textbooks and old novels to me before you come.
Monday, April 21	*Read The “Introduction” of Heroes, Gods, and Monsters (HGM) in class Pgs 1 and 2 *Distribute Greek/Latin Root word/Prefix and Suffix (handout) and the pronunciation guide (handout) and review…Have students keep in their binder as a reference *Review Jane Schaffer’s One Chunk Paragraph Formula Write the following on the board and discuss: *Topic Sentence (sentence 1)-mini thesis of the paragraph (opinion) *Concrete Detail (sentence 2)-significant (fact) from the reading that proves topic sentence true *Commentary (sentence 3)-explains how the concrete detail supports topic sentence (opinion) *Commentary (sentence 4)-elaborates further about what the concrete detail proves (opinion) *Concluding Sentence (sentence 5)-closes the paragraph with a final thought that has resulted from supporting their concrete detail (opinion) Note to sub ***Students will be writing a one chunk paragraph (five sentences) in their journals regarding each story they read from (HGM). Each day they are due, you will check off their work to make sure it is completely thoroughly and stamp their journals for each story…You will not grade journals until all stories are finished at the end of the quarter. If students submit paragraphs late (don’t stamp them…they will be given half credit when you grade them in the end for missing a stamp)
Tuesday/ Wednesday CST Testing Block April 22 and 23 CST testing special schedule (to be approved by IC) Tuesday: Periods 1,4, 5 Wednesday: Periods 2,3,6 (potential 53 minute classes)	*Read Zeus pgs 3-5 in class God *Complete God Zeus One Chunk-due by the end of the period *Stamp in journal. (Stamp number 1) *Review One chunk formula again…Have 3 students volunteer their one chunks and share with the class (good examples only) Homework *Pandora’s Box Assignment Day 1 Homework = Pre-assignment job *Read Pandora’s Nature Myth on pgs 59-62 (no journal one chunk due for Pandora) *Have students create small boxes out of cardboard, cardstock, shoe box, etc. *Have students decorate the box so that no one can resist opening it. *Have students use objects they have in their house (wrapping paper, tin foil, cotton balls, etc.) *Encourage creativity! Due Next class session (Thursday/Friday)
Thursday/Friday CST Testing Block April 24 and April 25 CST testing special schedule (to be approved by IC) Thursday: Periods 1,4, 5 Friday: Periods 2,3,6 (potential 30-33 minute classes)	*Pandora’s Box Assignment continued *Check off completed creative boxes 30 points in grade book Day 2: *Record a student (class) created list on the board of all of the evils let out by Pandora in the myth *Next have students construct a list of ten evils found in our society today listed on a piece of paper or in their journals. (Have students share out a few if time) *Students will personify their evils by drawing and coloring their evils and adding eyes and wings on them (on separate pieces of paper), or they can choose to add/glue “wiggle eyes”/ “tissue paper wings”, etc. to make the evils more three dimensional. All evils have to fit in their boxes. Example: one student glued eyes and wings on an actual small mirror to represent vanity. Another student drew “flying” handcuffs to represent theft. If they choose to take the three dimensional /creative direction, they can add to their drawn ideas at home with household supplies. (Tonight) *Students will also construct a present-day hope to include in their Pandora’s box. (i.e. love, peace, friendship, etc.)- continued onto next page (continued from Thursday/Friday) *Students will write up a mini explanation for each of their evils and hope. They will explain how they symbolized their evils and hope, and why they chose these to include in their box. Have them explain why they felt these evils and one hope were the most significant. Students will add the write up to their box (folded up if needed) *Students will work in class today if time, or can complete at home (if not enough time) Finish for homework Due Monday
Monday, April 28	*Pandora’s box Nature Myth assignments due today beginning of period! *Pick volunteer students to share their box and contents (about 3). Each student will get up and present their box and explanations to the class for (10 points of extra credit). *Students will submit their boxes for grading (100 points) *Distribute the following printed guidelines for Pandora’s Writing Assignment Due Tuesday on a piece of paper (not journal) 30 points Pandora Writing Assignment: Pick one evil from your box. Write a topic sentence that identifies the evil you will write about and how it manifests itself (in a general way) in our society. In the next sentences, get more specific. Provide three concrete details (examples) of how the evil manifests itself in our present day society. For each concrete detail, make sure you provide commentary. Finally, for your concluding sentence, how could we rid ourselves of the evil you’ve talked about in your paragraph?
Tuesday, April 29	Students will submit Pandora’s Writing Assignments- 30 points *Share Pandora Writing Assignments from Monday (good examples only w/ class) *Read Hera and Athene pgs 6-14 *Complete a One Chunk For each Goddess *Hera and Athene One Chunks due Wednesday/Thursday Block *Stamp in Journal (stamp numbers 2 and 3)
Wednesday/ Thursday Block April 30 and May 1	*Goddesses Hera and Athene One Chunks due today *Stamp in Journal (stamp numbers 2 and 3) Behave Yourself Lesson In their mythology, poetry, and plays, the Greeks held characters accountable for their own choices, actions, and behavior. As you read any or all of the following stories to the class, help students understand that these stories teach lessons about behaviors that were considered disagreeable or foolish by the Greeks. *Read Narcissus and Echo Nature Myth pgs 84-90 and Phaethon (Nature Myth) pgs 63-73 Echo Ask the students about echoes they have heard. Where was the best echo they have ever heard? What causes echoes? Class discussion Review the tale of Echo. In what way was having to echo a fitting punishment for Echo? How does this tale explain what causes echoes? How did the story dramatize poor behavior? Class discussion…If students aren’t responsive make them write down their answers in a journal quick-write before discussing. Narcissus Share with the class this definition of narcissism from The Cambridge Dictionary online "too much interest in and admiration for your own physical appearance and/or your own abilities." If someone is termed a narcissist, what would that mean? Can the students name a fictional character from any medium who could be called a narcissist? Is that a trait we admire in people? Continue class discussion… If students aren’t responsive make them write down their answers in a journal quick-write before discussing. Review the tale of Narcissus. Was Narcissus's fate a fitting end for him? How did the story dramatize his arrogance and the consequences of this behavior? Discuss Phaethon Review the tale of Phaethon. Was Phaeton's fate a fitting end for him? How did the story dramatize his youthful rashness and its consequences? Discuss After hearing these stories, ask students to name some character traits the Greeks did or did not admire. Discuss Create a one chunk for each story (Narcissus and Echo) and (Phaethon) in journals due Friday (stamps 4 & 5)
Friday, May 2 4^th Qtr Progress Reports due  in SASI, Fri, May 2, 3:00 pm	*Nature Myths of Narcissus/Echo and Phaethon one chunks due today! Stamps 4 and 5 (stamp in journals) *Read Gods Poseidon and Hades pgs 15-21 *Complete a one-chunk for each Due Today = Gods Poseidon and Hades one-chunks *stamp in journal (stamps 6 and 7)-time them…approx 25 minutes allotted for the paragraph writing
Monday, May 5	*Read God Demeter 22-29 *Complete one chunk Due Today Demeter’s one-chunk *stamp in journal (stamp 8 )
Tuesday, May 6	*Read Gods Artemis and Apollo pgs 32-38 *Complete a one-chunk for each Due Today = Gods Artemis and Apollo one-chunks *stamp in journal (stamps 9 and 10)
Wednesday/Thursday Block Agenda May 7 and May 8	*Read Gods Sons of Apollo, Hermes, Hephaestus, and Aphrodite pgs 39-52 *Complete a one-chunk for each Due Today = Gods Sons of Apollo, Hermes, Hephaestus, and Aphrodite one-chunks *stamp in journal (stamps 11, 12, 13, and 14)- Class review of all of gods Zeus, Hera, Athene, Poseidon, Hades, Demeter, The Twins, Artemis, Apollo, the Sons of Apollo, Hermes, Hephaestus, and Aphrodite *Have students recall information about all of the gods completed *Distribute Character Cluster handouts in class *Have students pick their favorite god so far…Remember Nature myths read so far are not to be included in this. *Students will begin the character cluster web for their god of choice Finish Web/Cluster for homework Due Friday *Begin tomorrow’s assignment if time allows
Friday, May 9	*Web/Cluster Due Today (30 points) on favorite god-checked off *On a large sheet of white art paper, students will create a colorful drawing of what they think their favorite god looks like. They will surround their god with nine symbolic images they feel best represents each portion/category of their character web. (one symbol for job, weakness, personality, strength, relationships, physical characteristics, legacy, genealogy, and enemies/conflicts) *Begin in class, Finish for Homework Due Monday
Monday, May 12	*Students will hold onto their character web/clusters and artwork from Friday (that should be completed by today…Students who have not completed project from Friday are behind) Introduction to the BioPoem *Description, guidelines, Winnie the Pooh Sample distributed in class (side one of handout) *(side 2 of handout) Echo Bio Poem Example (from a nature myth) *Create your own BioPoem about your God and attach it to your god drawing/symbolic image art piece Due Tuesday (End of class)
Tuesday, May 13	*Students can have about 30 minutes to work on and complete projects *Students will submit Symbolic Art/God Project w/ Bio Poem and Character cluster/web attached to the back of the project-100 points *Students will share art projects and poems for extra credit
Wednesday/Thursday Block May, 14 and 15	*Have students break into groups of five. *Assign one of the following four stories to each group and have each group read their assigned story. Story 1 =Nature Myth “Orpheus” pgs 74-83 Story 2 =Demigod “Perseus” pgs 109-133 (faster readers) Story 3= Demigod “Daedalus” pgs 134-144 Story 4 = Demigod “Theseus” pgs 145-171 (faster readers) *Students can read quietly in their groups or read aloud quietly w/in their groups round robin style *Have the group complete a summary of their story and a mini reenactment of the story as a skit. All members have to participate. They may create a script if it will help them remember their parts. Due Friday
Friday, May 16	*Students will reenact their story skit style in front of the class for 50 points. They must accurately and adequately represent the story. *They must also share their summary orally (without reading their summary) to the class in an after skit presentation. Students won’t be graded on any written summaries or scripts…only the way and efficiency in which they present their information Grade student reenactments and presentations Students viewing the presentations should take notes on the stories presented (they will be required to know them on the test) Record points (50 possible) in grade book
Monday, May 19	View 50 minute film “Orpheus and Eurydice” and “Theseus and the Minotaur” Announce that students should take notes as they will be tested on material
Tuesday, May 20	View 50 minute film “Perseus and the Gorgon” and “Daedalus and Icarus” Announce that students should take notes as they will be tested on material
Wednesday/Thursday Block May 21 and 22	*Distribute Video Quiz 25 questions (2 points each/50 points total) *Give them a reasonable time limit (30-45 minutes?) *Have students grade a peer’s quiz as you announce the correct answers and record the score at the top out of 50 points. Explain that questions are 2 points each. *Call on students to report the scores of the test they are correcting *Students can pass back tests to their owners *Read Demigod Atlanta pgs 172-190 Complete one-chunk paragraph in journal…Due today at the end of the period (if time allows) *Check off and give (stamp number 15) for Atlanta one-chunk
Friday, May 23	*Read Nature Myth Eros and Psyche 91-101 and Arion 102-105 Complete one-chunk paragraph in journal for each…Due today at the end of the period (if time allows) *Check off and give (stamp numbers 16 and 17) for Eros and Psyche one-chunk and Arion
Monday, May 26	No School Memorial Day recognized
Tuesday, May 27	*Read Nature Myth Prometheus pg 55-58 and Fables Midas and Pygmalion pgs 191-204 *Complete a one-chunk for each due Block day
Wednesday/Thursday Block May 28 and 29	*Check off and give stamps (18, 19, and 20) for Prometheus, Midas, and Pygmalion Collect all Journal One-Chunks 1-20 for the following (20 pts each/400 pts total): 1-Zeus 2-Hera 3-Athene 4-Narcissus and Echo 5-Phaethon 6-Poseidon 7-Hades 8-Demeter 9-Artemis 10-Apollo 11-Sons of Apollo 12-Hermes 13-Hephaestus 14-Aphrodite 15-Atlanta 16-Eros and Psyche 17-Arion 18-Prometheus 19-Midas 20-Pygmalion Students should have 20 stamps for on time work, and missing stamps for unfinished or late work. Each one-chunk is worth 20 points. Read and grade all chunks for 20 pts each. Be sure to take half off the points given for chunks that don’t have a star (this would mean that they are late). Add up the point totals out of 400 points possible, and record in the grade book. Journals will be returned to use as study guides for the final exam. Return journals by Monday at the latest since final exams will take place starting Tuesday.
Friday, May 30	Distribute graded journals to students for final exam review *Review final exam with students w/out giving them exact questions from the test…Use the exam as a reference for your review Remind students to study their books and journals for the exam on finals day
Monday, June 2	*Review final exam with students w/out giving them exact questions from the test…Use the exam as a reference for your review Remind students to study their books and journals for the exam on finals day Final Exams will consist of HGM test questions and general questions from the entire semester of work. It will also include a cold read, some comprehension and analysis questions with a Jane Schaffer Writing prompt. (3 paragraphs) Please announce!!!! Students must bring HGM novels and any other missing books to finals day for return, or they will be reported to the fiscal clerk and fined for the amount of the books not returned…Please announce
Tuesday, June 3	Finals Period 1 (Prep) Finals Period 2 English-1 Have all students submit late books or HGM novels and cross them off of the lists provided
Wednesday, June 4	Finals Period 3 (Yearbook) Finals Period 4 (Link Crew)
Thursday, June 5	Finals Period 5 (English-1) Finals Period 6 (English-1) Have all students submit late books or HGM novels and cross them off of the lists provided
Friday, June 6	Makeup finals day Grade Exams based on provided answer key….worth 305 points 10% of the overall semester grade
Must DO!!!	Students have to return all of their textbooks and novels from the year! They should have already done this, but if they are just now turning them in, cross them off my lists as they submit them. Students who do not return books must be reported to the fiscal clerk Julie Locatelli (Please submit all names)

Mrs. Fink-Thompson’s English 1 Assignments

NOTE: From Monday, April 21-Friday, June 6^th

Mrs. Fink-Thompson will be on maternity leave! Good luck, and I will miss you all!

Tuesday, April 15-Friday, April 18

*Heroes, Gods, and Monsters pronunciation guide distributed and reviewed

*Distribute the “What is a Myth?” handout with the story of Midas (sample myth)-Tuesday

*Answer Questions 1-4 on the Reviewing the Definition sheet attached to the myth-Tuesday

*Guidelines for the Into Activity for Greek Mythology distributed and reviewed “Creating a Greek god/goddess”-Wednesday/Thursday block

*Complete the “pre-thinking activity” #s 1-5 on the guidelines sheet-Wed/Thurs Block

*Read the Steps to follow on the back of the guidelines Wed/Thurs Block

*Distribute the graphic organizer handouts for the “Creating a god/goddess” assignment

*Have students complete the organizer Wed/Thurs Block

*Write the myth following the “specifics” listed on the guidelines handout.

(no more than three typed, double spaced pages…Include drawing…See handout for details. Wed/Thurs Block

Final draft typed due Friday

*Share created god/goddess myths in class

Monday, April 14

Complete Autobiographical Essay Packets Due

Top-4^th and Final Typed Draft 12 font/double spaced/proper heading

Next/below-10 question personal questionnaire

Next/below-3^rd draft

Next/below-peer 10 question workshop

Next/below-2^nd draft highlighted changes from personal workshop

Bottom-rough draft

Share/Read arounds extra credit

Friday, April 11^th

Autobiographical Incident personal questionnaire x 10 questions

Share/Discuss questionnaires

Discuss revision possibilities…One-on-one teacher meetings with students who want extra help

*Take personal questionnaires and any teacher suggestions into consideration.

*Type and Revise your 3^rd draft…12 font double spaced/proper heading Due with packet Monday

Wednesday/Thursday Block

April 9 and 10^th

*rough drafts and final drafts returned

*2^nd draft peer workshop guidelines distributed and reviewed

*2^nd draft peer workshop w/ one peer…read aloud to peer and have peer read paper (see guidelines for more info)…10 questions

*Peer one-on-one meetings to discuss strengths/weaknesses

*Re-write essay…3^rd draft making revisions suggested in peer edit

Due Friday = Rough draft (bottom), 2^nd draft with highlighted changes from personal workshop (next), peer 10 question workshop questions (next), 3^rd draft (top) stapled

Tuesday, April 8

*Self Analysis/ Writer’s Workshop:

1-Find 2 different places that you could include extra dialogue/embedded monologue and add it into your 2^nd draft

2-Study the “Be more descriptive” poster on the classroom wall…Change 10 adjectives and make them more descriptive! (If you don’t have 10 adj., obviously you have to add more in)

3-Find 1 area of your incident that could be explained further and add at least 2 sentences of extra explanation/detail

4- Re-write w/ new revisions. Highlight/underline all changes made on new draft…Submit both stapled together w/ newest draft on top.

Label New draft 2^nd draft (top)

Label Old draft rough draft (bottom)

*Submit packet for check off

Monday, April 7

*Review Essay Guidelines again

*Write the rough draft of your autobiographical incident in class (minimum 5 paragraphs/2 ½ pages)-Due Tuesday

Thursday/Friday Block

April 3 and 4th

*Positive/Negative Graph Self Assessment-assignment reviewed/guidelines distributed

*Graph Examples-overhead reviewed/discussed

*complete rough draft and final draft today in class

*Mini-TKAM-autobio. Practice writing assignment given in class….15 minutes

Wednesday, April 2

Restructured Day

*Read and review sample student essays

3x +/deltas recorded

*Discuss/Review

Tuesday, April 1

*Overhead-Facts about the Autobiographical Incident Essay…take notes

*Review Essay Guidelines

*Read “La Peseta”/record…underline 3 sensory details/images included and 3 things you really liked about his writing style…What worked?

*Discuss

Monday, March 31

Autobiographical Essay Writing Introduction

*Writing the Autobiographical Incident Essay-Handout/Discussion/Review…Keep in Binders for reference

*Recalling Autobiographical Incidents x 37 handout

Discuss/Share out/Check off

Friday, March 21-Sunday March 30

SPRING BREAK…NO SCHOOL!

Wednesday/Thursday Block???

March 19/20

END OF QUARTER 3

Final Projects conducted in class or submitted by 2:40 pm on Thursday, March 20 (depending on project option selected…see guidelines)

Tuesday, March 18

Work on Final projects in class…Some final project presentations will begin

Monday, March 17

Discuss Final Exam/Final Exam makeups

Begin working on projects in class

Friday, March 14

TKAM Final Exam

*Bring supplies to work on projects in class all next week

Thursday, March 13

TKAM Open-Ended Socratic Seminar (Circle Discussion)-participation points will be awarded

*Bring supplies to work on projects in class all next week

Tuesday, March 11

CaHSEE Testing Date …Blocks

Periods 1, 4, 5

Wednesday, March 12

Periods 2,3, 6

Stamp chapters 30/31 discuss and submit

Submit TKAM Focus Questions chapters 1-31

Submit all TKAM Journal Entries 1-5 (period 5 = 1-4)

*create 3 open ended discussion questions on character/theme/ and conflict due Thursday (Regular Day)

*Discuss Exam Review further

*Guidelines for Final TKAM Projects distributed and reviewed (team or individual)

Monday, March 10

Discuss chapters 28 and 29 w/ stamp

*Final Study Guide passed out and reviewed for Final exam

Read 30/31 w/ focus questions

Thursday/Friday Block

March 6 and 7

Check off and discuss 26/27 qs

Finish Film

Read 28/29 w/ questions

Restructured Wednesday, Mar 5

Check off and discuss chapter 25

Read chapters 26/27 w/ qs due Block

Tuesday, March 4

Check off chapter 24 focus qs

Discuss

Chapters 25 Due Wed

Monday, March 3

Check off chapters 22/23 focus questions

Discuss chapters 20, 21, 22, and 23

Read chapter 24 Due Tuesday

Friday, February 29

Check off chapters 20 and 21 focus questions

Begin TKAM Film Clip up to where we’ve read

Homework Read 22/23 w/ focus questions

Wednesday/Thursday Block

February 27 and 28

*Chapters 18 and 19 focus question check off

*Journal Write # 5

(Chp.19) Tom seems powerless in his situation. When have you felt powerless? How did you feel? How do you think Tom feels?

oOR

What are your reactions to the verdict of the trial? Why do you think this was the verdict?

*Read chapters 20 and 21 w/ focus questions

Tuesday, February 26

TKAM Read chapter 18 and 19 w/ focus questions

Monday, February 25

*Chapters 12-17 Quiz-correct and submit

*Jim Crow team letters due

*Share and discuss Jim Crow Laws/Letters/Feelings

Friday, Februrary 22

*Journal # 4: (Chp. 15) A mob of men came to "get" Tom Robinson. Perhaps they were a "lynch" mob. What are you reactions to this mob? In general what are your reactions to groups who use violence to gain power and to hurt others? What groups in history have used this type of intimidation?

*Read chapter 17 w/ focus questions

Homework:

-Complete your team’s Jim Crow letter due Monday Typed

-Study for Monday’s chapter 12-17 quiz (6 chapters to review)

Wednesday/Thursday Block

February 20 and 21

*Journal # 3: Dill ran away from home in chapter 14…What does home mean to you? Where are you most at home?

*Stamp off chapter 15/16 focus questions

*Discuss chapters 14, 15, and 16 questions

*Jim Crow Laws activity: Read the laws, complete the chart organizer (distributed in class), share your charts aloud

*Letter assignment distributed and reviewed with sample letter

You will be assessed in the following ways:

1) on your ability to negotiate and form consensus as a team, to complete a packet with each members’ letter on time by a deadline/as a team. You are expected to work and collaborate as a group after school…Exchanging numbers is crucial!! Regular late penalties will be given for late packets.

2) individual, persuasive letter writing skills based on guidelines (distributed separately) individual letters will only be graded once completed packets are received. Regular late penalties will be given for late packets.

*Teams begin letter writing

Tuesday, February 19

*Stamp off ch 15/16 focus questions

*TKAM vocabulary quiz-correct and submit

Monday, February 18

No School…President’s Day

Friday, February 15

* Vocabulary lessons continued

*Students must add notes on presentations to their vocab word banks.

*Students will be tested on the following vocabulary:

malevolent, entailment, compromise, auspicious, benevolence, vigil, caricature, provocation, escapade, and congregation…and any words taught in class presentations are fair game for the vocab. Quiz

*Study words for Tuesday’s Vocab. Quiz!

*Read chapter 15 w/ focus questions

*Chapter 16 is homework w/ focus questions…Both sets of Q’s due Tuesday

*Vocab. Quiz Tuesday

Wednesday/Thursday Block

February 13/14

*Chapter 14 focus questions reviewed and stamped off

*Watch Video (past Mrs. Dubose?)

*In teams of three, get together and discuss personally selected vocabulary words that each person added to their vocab lists. (There should be six extra words for each member of the group) As a team select two words that you like the best and teach them to the class with a visual aid and method of remembering the meaning of the word.

*Begin Vocabulary lessons

*Students must add notes on presentation to their vocab word banks.

*Students will be tested on the following vocabulary:

malevolent, entailment, compromise, auspicious, benevolence, vigil, caricature, provocation, escapade, and congregation…and any words taught in class presentations are fair game for the vocab. Quiz

Study words for Tuesday’s Vocab. Quiz!

Tuesday, February 12

*Chapters 12 and 13 focus questions checked off/stamped

*Discuss chapters 12/13

*Read chapter 14 w/ focus questions

Monday, February 11

No SCHOOL! Lincoln’s Birthday

Thursday/Friday Block

February 7 and 8

*Chapters 7-11 Quiz-Correct and Submit

*Check off chapter 11 focus questions w/ stamp

*Discuss chapters 10 and 11 focus questions

Vocab assignment: Add to your word bank in your binder: vigil, caricature, provocation, escapade, and congregation (plus add three more words to the list you don’t know from chapters 7-11): Define, put in sentence, symbol/picture

*Stamp off all 16 words (8 from last week) (8 from this week)

Read Chapter 12 and 13 for Tuesday

Restructured Wednesday, February 6

*Check off chapter 10 questions

*Discuss Chapter 10

*Read Chapter 11 w/ questions finish as homework

(Chapters 7-11 quiz on Block day)