Tuesday, 18 August 2009 - First Day of School

• Objective: To review class rules and procedures and to explain course overview
• Objective: To get to know each other
• Objective: To write a letter of introduction
  

• Handout: English 3 Class Syllabus (Click to download/view)
• Handout: Mr. Doyon's Class Rules (Click to download/view)
• Handout: Parent Letter and Student Information Sheet (Click to download/view)
• Handout: Letter to Mr. Doyon assignment (Click to download/view)

• Nothing Due
  

• Introductions
• Review class rules and procedures
• Go over student information sheet and parent letter
  
• Explain Letter to Mr. Doyon assignment
  
• Check out textbooks if time allows

• Show parents class syllabus and class rules and procedures handout
• Have parent/guardian read parent letter and sign student info sheet. Due tomorrow!
  
• Letter to Mr. Doyon assignment due Friday

Wednesday, 19 August 2009

• Objective: To assess understanding of grammar and writing conventions
  

• Nothing Due
  

• ACT Practice Test #1
  

• Letter to Mr. Doyon assignment due Friday

Thursday, 20 August 2009

• Objective: To become familiar with computer account and campus email system

• Signed Student Information Sheet Due!

• Computer Lab:
  
• Introduction to computer account
• Make English 3 folder
• Create test word document and save to your English 3 folder (Skipped)
  
• Introduction to email account
• Set password
• How to access from home, emailing documents to yourself, etc
• Send email with attached test document to the person next to you (Skipped)
• Introduction to Turnitin.com
• How to log in and upload documents (Postponed)
• Introduction to class website
• How to open and download and print handouts etc.

• Letter to Mr. Doyon assignment due Friday

Friday, 21 August 2009

• Objective: To become familiar with Turnitin.com
• Objective: To write a letter of introduction

• Letter to Mr. Doyon assignment due before the end of the hour (paper and electronic)
  

• Computer Lab:
• Introduction to Turnitin.com
• How to log in and upload documents
• Turn in paper copy of Letter to Mr. Doyon assignment
• Submit electronic copy on turnitin.com

• No Homework
  

Monday, 24 August 2009

• Objective: To introduce the text
  
• Objective: To introduce reading strategies

• Slideshow: Reading Strategies (Click to download/view)
• Handout: Reading Strategies/Sample Marks and Comments for "A Worn Path" (Click to download/view)
• Handout: "A Worn Path" by Eudora Welty (Click to download/view)

• Collect remaining Letter to Mr. Doyon assignments
  

• Handout and review textbook (postponed)
  
• Introduce reading strategies (see slideshow above)
• Read "A Worn Path" by Eudora Welty (handout)
  
• Markup the handout in the margins and throughout the text
• Write notes, feelings, observations in the margins of the handout.
  
• Follow reading strategies presented in class

• Finish reading and marking up "A Worn Path" for discussion tiomorrow
  

Tuesday, 25 August 2009

• Objective: To introduce the text
  
• Objective: To introduce reading strategies

• Handout: Discussions Questions for "A Worn Path" (Click to download/view)
• Handout: Types of Socratic Seminar Comments (Click to download/view)

• Notes and observations for "A Worn Path" due today

• Review reading strategies
  
• Group Discussions
• Discuss answers to the discussion questions for "A Worn Path" by Eudora Welty
• Take notes for answers including quotes and page numbers for reference
  
• Be prepared to present group ideas with class in seminar tomorrow
• Discuss Socratic seminar comment types
• Watch video "Our Town: A Socratic Seminar"
  

• Finish discussion question worksheet if needed
• Prepare for seminar tomorrow
  

Wednesday, 26 August 2009

• Objective: To introduce the text
  
• Objective: To introduce reading strategies

• Handout: Guidelines for Socratic Seminar (Click to download/view)
• Handout: Socratic Seminar Expectations and Rubric (Click to download/view)
• Handout: Socratic Seminar Observer Form (Click to download/view)

• Marked up copy and discussion questions for "A Worn Path" due today along with any other Socratic prep materials
  

• Introduce guidelines for Socratic Seminar
• Socratic Seminar - Be prepared
  
• After seminar, be sure to turn in all preparatory materials (marked up story, completed discussion questions, and any other notes used to prepare for seminar
  

• No Homework

Thursday, 27 August 2009

• Objective: To introduce Native American  Literature
• Objective: To understand and appreciate a creation myth
• Objective: To identify causes and effects

• Slideshow: Unit 1 - In Harmony with Nature: Native American Traditions (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Preparing to Read: "The World on the Turtle's Back" (Click to download/view - use left/right arrow keys to navigate)

• Nothing Due
  

• Bell Ringer: Read pages 20-22 and write a summary of the main points in your notes (Skipped)
  
• Hand out textbooks
• Introduce Unit 1 - "In Harmony with Nature - Native American Traditions"
• Literary Terms: Myth, Creation Myth, Cause and Effect (page 24)

• Read "The World on the Turtle's Back" (pp. 24-31) for tomorrow
  
• Create Study Sheet (see slideshow for formatting guidelines)
  
• Write the three literary terms on page 24 and their definitions
• Do the reader's notebook exercise on page 24
• When finished reading, write responses to questions 1-4 on page 33 with full complete answers

• Objective: To introduce Native American  Literature
• Objective: To understand and appreciate a creation myth
• Objective: To identify causes and effects

• (Repost) Slideshow: Unit 1 - In Harmony with Nature: Native American Traditions (Click to download/view - use left/right arrow keys to navigate)
• (Repost) Slideshow: Preparing to Read: "The World on the Turtle's Back" (Click to download/view - use left/right arrow keys to navigate)
• Handout: Words to Know Skillbuilder - "The World on the Turtle's Back" (Click to download/view)

• Study Sheet for "The World on the Turtle's Back" due
  

• Reading Quiz - "The World on the Turtle's Back"
  
• Discuss "The World on the Turtle's Back"
• Review reader's notebook exercise (p.24) "The World on the Turtle's Back"
• Group Activity - Literary Analysis - Creation Myths
  
• Create a chart examining the four functions of myths noted by Joseph Campbell (p.31)
• Discuss weather or not "The World on the Turtle's Back" serves those functions (postponed)
  
• Begin Words to Know Skillbuilder "The World on the Turtle's Back"

• Finish chart on Joseph Campbell's Four Functions of the Myth
  
• Finish Words to Know Skillbuilder "The World on the Turtle's Back"

• Objective: To understand and appreciate a creation myth
• Objective: To understand and appreciate sacred songs
• Objective: To appreciate use of repetition

• (Repost) Slideshow: Preparing to Read: "The World on the Turtle's Back" (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Preparing to Read: Tewa and Navajo Songs (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Introduction to P.I.E. (Click to download/view - use left/right arrow keys to navigate)
• Weblink: Native American Oral Poetry/Songs (Click to download/view)

• Four Functions of the Myth chart due
• Collect - Words to Know Skillbuilder "The World on the Turtle's Back"

• Bell Ringer Activity: Vocabulary in Action (p.32)
• Review Words to Know Skillbuilder - The World on the Turtle's Back
  
• Discuss "The World on the Turtle's Back"
• Review Four Functions of the Myth by Joseph Campbell (p.31)
• Review Four Functions of the Myth chart
  
• Discuss weather or not "The World on the Turtle's Back" serves those functions
• Introduce Tewa and Navajo Songs
• Literary Terms - Repetition, Incremental Repetition
  
• Play examples of Lakota "Honoring Song" and "War Song" (see slideshow)
  

• Read "Song of the Sky Loom" and "Hunting Song (pp. 33-37) for tomorrow
• Create Study Sheet (see slideshow for formatting guidelines)
• Write the literary terms on page 33 and their definitions:
  
• Repetition (p.33)
• Incremental Repetition (p.37)
  
• Do the reader's notebook exercise on page 33
  
• When finished reading, answer questions 1-2 on page 34 and questions 2, 3, 5, 6, and 7 on page 37 (Follow P.I.E Format)

• Objective: To understand and appreciate sacred songs
  
• Objective: To appreciate author's use of repetition
• Objective: To understand and appreciate trickster tales
  

• (Repost) Slideshow: Introduction to P.I.E. (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Coyote Stories (Click to download/view - use left/right arrow keys to navigate)

• Collect Study Sheet for "Song of the Sky Loom" and "Hunting Song"

• Bell Ringer Activity: Create a word web in your notebook with the word Coyote in the center (like this one)
  
• What traits and characteristics do you associate with coyotes? Fill in the outer circles with your impressions
• Share with your neighbor to see any similarities or differences
  
• Introduce Coyote Stories
• Literary Terms - Folk Tales, Trickster Tales
• Begin reading Coyote Stories (pp. 39-46)
  

• Finish reading Coyote Stories (pp. 39-46) for tomorrow
• Create Study Sheet (see slideshow for formatting guidelines)
• Write the literary terms on page 39 and their definitions:
  
• Folk Tales (p.33)
• Trickster Tales (p.37)
  
• Do the reader's notebook exercise on page 39
  
• When finished reading, answer question 2 on page 42 and questions 2, 3, and 4 on page 46 (Follow P.I.E Format)
  

• Objective: To understand and appreciate sacred songs
  
• Objective: To appreciate author's use of repetition
• Objective: To understand and appreciate trickster tales

• (Repost) Slideshow: Preparing to Read: Tewa and Navajo Songs (Click to download/view - use left/right arrow keys to navigate)
• (Repost) Slideshow: Coyote Stories (Click to download/view - use left/right arrow keys to navigate)

• Study Sheet for Coyote Stories due
  

• Reading Quiz - Song of the Sky Loom, Hunting Song, and Coyote's Stories
• Discuss "Song of the Sky Loom" and "Hunting Song"
• Video - Coyote's Eyes
• Look for Explanations, Social Values, and Cultural Details in the folktale (postponed)
• Discuss Coyote Stories (postponed)
  
• Group Activity - Literary Analysis - Trickster Tales (postponed)
• Create a chart examining the three roles of a trickster noted by Stith Thompson (p.31) (postponed)

• No Homework
  

• Objective: To understand and appreciate sacred songs
  
• Objective: To appreciate author's use of repetition
• Objective: To understand and appreciate trickster tales

• (Repost) Slideshow: Preparing to Read: Tewa and Navajo Songs (Click to download/view - use left/right arrow keys to navigate)
• (Repost) Slideshow: Coyote Stories (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: "Coyote's Eyes" (Click to download/view - use left/right arrow keys to navigate)

• Study Sheet for Coyote Stories due
  

• Discuss "Song of the Sky Loom" and "Hunting Song"
• Video - Coyote's Eyes
• Look for Explanations, Social Values, and Cultural Details in the folktale
• Discuss Coyote Stories
• In groups, share ideas on the Explanations, Social Values, and Cultural Details in the Coyote Stories
  
• Discuss answers
• Group Activity - Literary Analysis - Trickster Tales
• Create a chart examining the three roles of a trickster noted by Stith Thompson (p.31)
• Discuss answers (postponed)

• Read the following stories as an outside reading assignment by the end of next week:
  
• "The Man to Send Rain Clouds" by Leslie Marmon Silko (pp. 48-54)
• "The Way to Rainy Mountain" by N. Scott Momaday (pp. 55-63)

Friday, 4 September 2009

• Objective(s): To read a non-fiction report
• Objective(s): To examine the influence of audience on an author's writing
  
• Objective(s): To identify and use text organizers while reading
  

• Slideshow: Unit 1 - First Encounters: Accounts of Exploration and Exploitation (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Preparing to Read: "La Relacion" (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: P.I.E. Review - "La Relacion" (Click to download/view - use left/right arrow keys to navigate)

• Nothing Due
  

• Finish Group Activity - Literary Analysis - Trickster Tales
• Create a chart examining the three roles of a trickster noted by Stith Thompson (p.31)
• Discuss answers
• Bell Ringer: Read pages 66-68
• Write a brief summary of the main ideas of the article in paragraph form. Use transition words where appropriate.
  
• Introduce Unit 1 - First Encounters: Accounts of Exploration and Exploitation (see slideshow above)
• Introduce Literary Terms - Non-Fiction, Narrative Non- Fiction, Historical Narrative, Slave Narrative, Primary Sources, Secondary Sources
• Review P.I.E.
• Begin reading "La Relacion" (pp. 72-80)

• Read "La Relacion" (pp. 72-80) for Tuesday
  
• Create Study Sheet (see slideshow for formatting guidelines)
  
• Write the two literary terms on page 72 and their definitions
• Do the reader's notebook exercise on page 72
  
• When finished reading, write responses to questions 4-7 on page 78 using the P.I.E. format

Monday, 7 September 2009 - No School
Tuesday, 8 September 2009

• Objective(s): To read a non-fiction report
• Objective(s): To examine the influence of audience on an author's writing
  

• Slideshow: P.I.E. Review - "La Relacion" (Click to download/view - use left/right arrow keys to navigate)

• Check Study Sheet for "La Relacion"
  

• Vocabulary in Action (p.80)
• Reading Quiz - "La Relacion
• Discuss "La Relacion"
• Paired Activity - Literary Analysis - Audience (p.78)
• Rewrite a short passage from "La Relacion" as if De Vaca was writing to his wife instead of the king
  
• Discuss answers - How would the Style, Tone, and Details differ from the account written to the King?
• P.I.E. Revisited
• On a separate sheet of paper, rewrite your answer to #7 on page 78 using two extended examples (P.I.E times 2)
• Use one P.I.E. extended example to address Cabeza de Vaca's encounters and one to address Marco Polo's. Use an appropraite transition word between them. (similarly, likewise, however, on the other hand, etc)

• Finish rewriting #7`on page 78 (see above)

Wednesday, 9 September 2009

• Objective(s): To understand and appreciate a historical chronicle
  
• Objective(s): To examine primary sources
  
• Objective(s): To summarize text by identifying main ideas and supporting details
  

• (Repost) Slideshow: P.I.E. Review - "La Relacion" (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: Preparing to Read: "Of Plymouth Plantation" (Click to download/view - use left/right arrow keys to navigate)

• Collect P.I.E. answer for #7 on page 78 (postponed)

• P.I.E. Revisited
• On a separate sheet of paper, rewrite your answer to #7 on page 78 using two extended examples (P.I.E times 2)
• Use one P.I.E. extended example to address Cabeza de Vaca's encounters and one to address Marco Polo's. Use an appropraite transition word between them. (similarly, likewise, however, on the other hand, etc)
• Introduce "Of Plymouth Plantation" (see slideshow above or text p.80)
  
• Connect to Your Life - The Pilgrims
  
• Literary Terms: Primary Sources, Summarizing
  
• Begin reading "Of Plymouth Plantation" (pp. 81-90)

• Finish rewriting #7`on page 78 (see above)
• Read "Of Plymouth Plantation" (pp. 81-90) for tomorrow
  
• Create Study Sheet (see slideshow for formatting guidelines)
  
• Write the two literary terms on page 81 and their definitions
• Do the reader's notebook exercise on page 81
  
• When finished reading, write responses to questions 3, 4, and 6 on page 78 using the P.I.E. format (provide two extended examples for #6)

Thursday, 10 September 2009

• Objective(s): To understand and appreciate a historical chronicle
  
• Objective(s): To examine primary sources
  
• Objective(s): To read and analyze secondary sources
• Objective(s): To compare and contrast the elements of primary and secondary sources
  

• Handout: Words to Know Skillbuilder - "La Relacion" (Click to download/view)
• Handout: "Of Plymouth Plantation" - Words to Know Skillbuilder (Click to download/view)

• Collect P.I.E. answer for #7 on page 78
• Collect Study Sheet for "Of Plymouth Plantation"

• Begin Words to Know Skillbuilders for "La Relacion" and "Of Plymouth Planation"
• Discuss "Of Plymouth Plantation"
• Group Activity - Literary Analysis - Primary Sources (p.88)
• Analyze "Of Plymouth Planation" as a primary source
• Consider Purpose, Point of View, Assumptions, and Biases
• Share findings with the class
• Read "Women and Children First: The Mayflower Pilgrims" (pp.91-92)
• Discuss questions 1-4 (questions in margins). Make note of text references.
• Write answers in P.I.E. form for the above questions
  

• Finish Words to Know Skillbuilders for "La Relacion" and "Of Plymouth Plantation"
• Finish P.I.E. answers for questions 1-4 (questions in margins) on pages 91-92

Friday, 11 September 2009

• Objective(s): To understand and appreciate a slave narrative
  
• Objective(s): To analyze details in writing
  

• Handout: Sentence Imitation Handout - "Equiano'" (Click to download/view)
• Slideshow: "Of Plymouth Plantation" - Primary and Secondary Source Comparison (Click to download/view - use left/right arrow keys to navigate)
• Slideshow: "The Interesting Narrative of the Life of Oladauh Equiano" - Preparing to Read (Click to download/view - use left/right arrow keys to navigate)

• Collect Words to Know Skillbuilders for "La Relacion" and "Of Plymouth Plantation"
• Check P.I.E. answers for questions 1-4
  

• Bell Ringer: Sentence Imitation Handout - "Equiano"
• Review "Women and Children First: The Mayflower Pilgrims" (pp.91-92)
• Review examples of good PIE answers for questions 1-4 (see Comparison slideshow above)
• Introduce "Equiano"
• Literary Terms: Slave Narratives, Descriptive Details, Sensory Details
  
• Begin reading "The Interesting Narrative of the Life of Olaudah Equiano" (93-99)

• Read "The Interesting Narrative of the Life of Oladauh Equinaon" (pp. 81-90) for tomorrow
  
• Create Study Sheet (see slideshow for formatting guidelines)
  
• Write the three literary terms on page 91 and their definitions
• Do the reader's notebook exercise on page 91
  
• When finished reading, write responses to questions 4, 5, and 7 on page 98 using the P.I.E. format (provide two extended examples for #7)
• Read the following stories as an outside reading assignment by Tuesday
  
• "Blue Highways" by Least Heat Moon (pp.100-108)
• "My Sojourn" by Maya Angelou (pp.109-117 )

Monday, 14 September 2009

• Objective(s): To understand and appreciate a slave narrative
  
• Objective(s): To analyze details in writing

• Handout: Words to Know Skillbuilder - "The Interesting Narrative of  the Life of Olaudah Equiano" (Click to download/view)
• Handout: "The Interesting Narrative of  the Life of Olaudah Equiano" - PIE Format Worksheet (Click to download/view)
• Slideshow: "The Interesting Narrative of  the Life of Olaudah Equiano" - Vivid Details (Click to download/view)

• Check Sentences Imitation Worksheets
• Collect Study Sheets
  

• Reading Quiz - "The Interesting Narrative of the Life of Olaudah Equiano"
• Group Activity - Literary Analysis - Slave Narratives - Vivid Details (p.98)
• Focus on the following passages in the text. List several vivid details used in the passage and then explain why they are effective.
  
• The beating of Equiano (page 95)
• Equiano’s account of conditions below deck (page 96)
• Selling slaves in the slave merchant’s yard (page 97)
• Find one other use of vivid details in the text and explain why it is effective
• Group Activity - P.I.E. Worksheet
• Follow the directions on the handout
• Share answers
  
• Begin Words to Know Skillbuilder - "The Interesting Narrative of the Life of Olaudah"

• Finish Words to Know Skillbuilder - "The Interesting Narritive of the Life of Olaudah Equiano"
• Read the following stories as an outside reading assignment by tomorrow
  
• "Blue Highways" by Least Heat Moon (pp.100-108)
• "My Sojourn" by Maya Angelou (pp.109-117 )

Tuesday, 15 September 2009

• Objective: To prepare for assessment
• Objective: To prepare for writing a comparison
•  essay
  

• Handout: Review Items - Unit 1 Exam (Click to download/view)
• Handout: Comparing Literature Skillbuilder - Comparison Essay (Click to download/view)
• Handout: Comparing Literature Skillbuilder - Synthesis Essay (Click to download/view)

• Collect Words to Know Skillbuilder - "The Interesting Narrative of the Life of Olaudah Equiano" (Postponed)
  

• Introduce Extra Credit for Unit 1
  
• Eyewitness Report (120-124)
  
• Introduce Comparing Literature Essay
• Choose one of the following assignments and begin organizing information:
• Comparison Essay (p.64) - Use the Comparing Literature Skillbuilder above to get started
  
• Synthesis Essay (p.118) - Use the Comparing Literature Skillbuilder above to get started
• Review Items for Unit 1 Test (see handout)
  

• Finish the Comparing Literature Skillbuilder for the essay you want to write for this Friday
• The essay itself will due Friday, September 25th
  

Wednesday, 16 September 2009

• Objective: To prepare for assessment
  

• Nothing due
  

• Review for Unit 1 Test
• Hand back graded assignments
  

• Prepare for the Unit 1 test tomorrow
• Finish the Comparing Literature Skillbuilder for the essay you want to write for this Friday

Thursday, 17 September 2009

• Objective: To assess student progress
  

• Collect Words to Know Skillbuilder - "The Interesting Narrative of the Life of Olaudah Equiano" (postponed)
  
• Collect P.I.E. Worksheet - "The Interesting Narrative of the Life of Olaudah Equiano" (postponed)

• Unit 1 Test
• Work on the Comparing Literature Skillbuilder for the essay you will be writing

• Finish the Comparing Literature Skillbuilder for the essay you want to write for tomorrow

Friday, 18 September 2009

• Objective: To use the writing process to create an comparison essay

• Handout: Proper Paper Format (Click to download/view)
• Handout: Using Quotations and In-Text Citations (Click to download/view)
• Weblink: "In Text Citations - The Basics" from OWL (The Online Writing Lab) (Click to download/view)
• Slideshow: The Comparison Essay - Options for Organization (Click to download/view)

• Collect Words to Know Skillbuilder - "The Interesting Narrative of the Life of Olaudah Equiano"
  
• Collect P.I.E. Worksheet - "The Interesting Narrative of the Life of Olaudah Equiano"
  
• Comparing Literature Skillbuilder due
  

• Review requirements of the essay
• Discuss The Comparison Essay - Options for Organization
  
• Computer Lab - Begin writing essay

• The essay will due Friday, September 25th (one week from today)