Teacher: S. J. Cordell-Robinson Subject Planning (Period 2)— 9:35-11:10 Adv. English 11 Period 4 1:10 To 2:45 P.M. English 11 Period 3 11:15 To 12:40 P.M. French I Period 1 8:05 To 9:35 Week Beginning: Monday/ 4-20 Today’s class will consist of a major test on the two novels recently assigned and analyzed in either class. Students are expected to know the details of the novel by the events that occurred and the characterization of the overall content. For the advanced class, the novel is THE SCARLET LETTER (Hawthorne) and for the average, The Narrative of Fredericksburg (written by himself). Historically, students should be able to make connections to events of the particular setting, as well as, to reach a general conclusion about the ending. They should also be able to make application to historical, as well as, present events that were or could have been affected by the events of the novel. There will also be essays on the test. Today will be the introductory and assembling of the vocabulary for the new unit-#5; They will discuss thoroughly the vocabulary, the basic chapter that will formulate French Day later toward the end of the year. This food chapter always proves interesting, but again they must learn the gender markers before they will be efficient at any work. Appropriate exercises will be assigned… Tuesday/4-21 Classroom management and expectations always emphasized… Vocabulary test for unit 9 will occur on today. Once this has been completed, students should update their spread sheets for vocabulary and spelling because all tests have been corrected. They should also do the background for unit 10 whose flash cards will be due on Friday. The remainder of the period, if any time is left, will be devoted to setting up the background for the Romantic poets, i.e., Longfellow and the other Fireside Poets. It is my intentions that students will work in small groups in order to present these great poems both interpretatively and critically. Students will be reminded of the vocabulary flash and spelling quiz which will be on Friday… Upon completion of the vocabulary exercises that were assigned last evening, we shall review all of the vocabulary words, pronuncition, and any other clues to assist them in learning effectively their words. I will give them the quiz that will indicate their knowledge and application of food terms on this chapter’s vocabulary on tomorrow. This will ensure a great beginning to the chapter… Apr. 20-Apr 24, 2015 Term 2 Wednesday/4-22 Today’s work will be a review of the Romantic Periods and the designated writers of that period. See literature text and Romantic Writers. We shall first review Washington Irving’s life and then go over the questions for “The Devil and Tom Walker” which establishes the primer for stable American literature. Once we complete Irving, we shall prepare to move on to the Poets, beginning with William Cullen Bryant and his masterpiece, “ Thanatopsis” and matters of life, especially as it relates to death. We shall also look at the works of the Fireside poets (Longfellow and others) and move on to Emerson and Thoreau. Students will read all of these selections, answer specific questions, and prepare to do group interpretations/displays. The groups will begin work tomorrow. Today’s work will continue after the vocabulary quiz to thoroughly cover the verb “aller” and “aller” plus the infinitive. Again, I will emphasize the importance of practice, even when it seems they are doing an abundance of exercises because this, will again, ensure their success at learning the formulation of French rules and regulations. The knowledge of the vocabulary is critical to all work. Week Beginning: Apr. 20-Apr 24, ‘15 Teacher: S. J. Cordell-Robinson Subject Adv. English 11 English 11 French I Thursday/4-23 Interims will be distributed next Friday. It seems as if we have just received report cards. The progress is ongoing… Today, I will be excited to see the displays that the students have evolved for the creative/interpretative analysis of Hawthorne’s SCARLET LETTER. Once they have presented their product for each of the assigned chapter, Katie Zalegowski will lead the display team for classroom presentation. Please check back to my classroom to see the results. I am hopeful that both the observer and the teacher will be quite pleased. They students will also receive their third major work for the term which will be Steinbeck’s OF MICE AND MEN. After the proper introduction of this great work, I shall have the students begin reading at home, but they will continue the work for the small group projects in class. Their task will be to design and explain the designated Romantic poet’s work and prepare by Mon The work on the “aller” verbs will be thoroughly gone over and the students will then test to see if they can conjugate the verb through contextual cluing as well as in regular formatting. They are also expected to be able to justify the future as a usage of “aller” and the infinitive of another verb. Next, we all analyze the use of the preposition “de” (from, about, of) and à (to, at, in) as contractions. Friday/4-24 Notes* Text for Adv. English 11 and English 11: Holt McDougal Literature: American Literature Today’s work will consist of the assessment of vocabulary unit #10 and review for Tuesday’s testing. We shall also take spelling quiz #11 which will place us at the 220th word for the term. Clearly, this is appropriate as 11th graders are in the throes of preparation for the essays that come with college apps their senior year. Students will also be permitted to continue the latter Romantic writers to include Hawthorne and Edgar Allan Poe. See literary text. We hope to close out this unit of work and continue on to realism. In addition to the listed work today, I shall begin a literary exercise to assist with the analysis of author’s passages in prep for the imminent SOL Reading test. This work is found on pp. 498-509 and assesses their readiness not only for the work found in this unit but for basic skills as they appear in any standardized testing such as the SOL, SAT, ACT, etc. The students will take their quiz if prepared on the verb “aller.” They will also be introduced to the culture of chapter 5 which will focus on the visiting of various restaurants throughout the French-speaking world. Finally, they will be ready to begin the review of this most interesting chapter in order to prep for the chapter test. I am pleased with their progress in French… SOL’S are as follows: 11.4a Describing contributions of different cultures to the development of Am. literature 11.4b historical context of the dev. 11.4d Analyzing social/cultural function 11.5a Using info to clarify concepts 11.3 (all) vocab development Tous les standards (SOLs) sont couverts dans les révisions Text for French I: Glencoe Bon Voyage 1, Workbook for the above WIDA Standard 2: The Language of Lang. Arts SOL 11.3 vocab development The WIDA component will focus on enhanced “literary genres”/SOL vocabulary to emphasize language skills for literal and figurative meanings in everyday communication and in assigned reading.