Tuesday, June 14

Objective: Students will complete extra-credit assignments to help boost their final grades.

Today: Finish Extra Credit and Make-up Work

Extra-Credit: 20 Points Each Assignment

1) Read:  “Contents of the Dead Man’s Pocket” pp. 6-16

Read: “You want a social life, with friends” pg. 18

Response & Analysis: Pg. 19 # 2, 3, 5, 6, 7, 8, 9

2) Read: “The Leap” pp. 33-38

Read: “The Day the Clowns Cried” pg. 40

Response & Analysis: Pg. 41 # 1, 2, 3, 4, 5, 8, 9, 11

3) Read: “By Any Other Name” pp. 114-118

Response & Analysis: Pg. 119 # 1, 2, 3, 4, 5, 8, 9

4) Read: “By the Waters of Babylon” pp. 141-150

Response & Analysis: Pg. 153 # 3, 4, 5, 7, 8, 10

5) Read: “And of Clay Are We Created” pp. 258-265

Read: “Ill-Equipped Rescuers Dig Out Volcano Victims” pp. 267-269

Response & Analysis: Pg. 270 # 1, 2, 3, 4, 5, 6, 9, 10

Monday, June 13

Objective: Students will take Unit Test #4.


Do-Now: You have 15 minutes to review for your Unit Test.


Today: 1) Unit Test #4


2) Extra-Credit: 20 Points Each Assignment

1) Read:  “Contents of the Dead Man’s Pocket” pp. 6-16

Read: “You want a social life, with friends” pg. 18

Response & Analysis: Pg. 19 # 2, 3, 5, 6, 7, 8, 9

2) Read: “The Leap” pp. 33-38

Read: “The Day the Clowns Cried” pg. 40

Response & Analysis: Pg. 41 # 1, 2, 3, 4, 5, 8, 9, 11

3) Read: “By Any Other Name” pp. 114-118

Response & Analysis: Pg. 119 # 1, 2, 3, 4, 5, 8, 9

4) Read: “By the Waters of Babylon” pp. 141-150

Response & Analysis: Pg. 153 # 3, 4, 5, 7, 8, 10

5) Read: “And of Clay Are We Created” pp. 258-265

Read: “Ill-Equipped Rescuers Dig Out Volcano Victims” pp. 267-269

Response & Analysis: Pg. 270 # 1, 2, 3, 4, 5, 6, 9, 10

Friday, June 10

Objective: Students will review for their fourth and final Unit Test.

Journal: FREE WRITE

Agenda: 1) Take a Quiz on Animal Farm CLICK HERE

2) Jeopardy Review Game CLICK HERE

3) Review Chapters #1-10 of Animal Farm CLICK HERE

Homework: Study for Monday's Unit TEST!!!

Thursday, June 9

Objective: Students will be able to explain how the characters in Animal Farm are used to satirize humans.

Journal: What similarities do animals and humans share?  Name a few things that both humans and animals seem to need/want (Ex. Food, protection, family).  Ultimately, do you believe that humans and animals are really that different, or are we the same?  If humans didn’t exist in the world, what animal would rule?

Agenda: 1) Class will read the final chapter of Animal Farm, focusing on how the pigs have become more like humans by the end of the story.

2) Students will complete Chapter #10 Question Worksheet

Homework: Unit Test #4 on MONDAY

Wednesday, June 8

Objective: Students will be able to describe how a eulogy can be used as propaganda.

Journal: When we give speeches at a person’s funeral, we usually focus only on the positive attributes of that person and his/her life.  Why do you believe we do this?  Why do we omit things that will make the person look bad?  Why is it easier to criticize a living person than someone who is dead?  What do you think someone would say about YOU at your funeral if you were to die today?

Agenda: 1) Note-taking: Eulogy: a speech written in honor of someone who has died

Watch Obama's Eulogy for the Victims in Arizona

2) Class will read Chapter #9 of Animal Farm, focusing on Squealer’s eulogy for Boxer on pg. 115 and discussing the propaganda found in this eulogy.

3) Complete Chapter #9 Question Worksheet

Homework: Compose a eulogy for someone you have lost.  This could be a person, animal or even a beloved object.

Tuesday, June 7

Objective: Students will be able to describe how a poem can be used as propaganda.  Students will be able to find TWO more examples of propaganda in Chapter # 8 of Animal Farm.

Journal: Has a song or poem ever inspired you to want to make a change either in yourself or in the world?  Can you think of a famous song/poem which has been used to inspire change?  What qualities does this song/poem possess that allows it to have an affect on people?

Agenda: 1) Class will read the “Comrade Napoleon” poem from Animal Farm, then watch the “We Are the World” music video. 

2) Class will read Chapter #8 of animal farm, focusing on the pigs’ continuing use of propaganda and the subsequent changes to the animals’ Seven Commandments.

3) Complete Chapter #8 Question Worksheet

Homework: Compose a song in honor of someone who doesn’t deserve to be honored.  In this song you will humorously glorify the person in a similar style to that used in the “Comrade Napoleon” poem.  Give your poem a serious tone which will, in turn, make it appear more humorous and satirical.

Monday, June 6

Objective: Students will be able to select a picture/object to represent each of six different characters from Animal Farm.

Journal: Describe the difference between direct and indirect characterization (in your own words, not using your notes).  How would you DIRECTLY characterize Napoleon?  What inferences can you make about Napoleon to INDIRECTLY characterize him?

Agenda: 1) Vocabulary Quiz #15

2) Characterization Presentation: You will be selecting SIX different characters from Animal Farm.  You will choose an object/picture to represent each character.  These objects/pictures will be placed into your presentations along with the characters' names.  You will then have to present them to Ms. W along with a verbal explanation of how each object/picture represents each character.

Homework: Unit Test #4 is on Monday, June 13!!!

Friday, June 3

Objective: Students will be able to explain the purpose of a scapegoat.  Students will be able to explain how Snowball is used as a scapegoat in Animal Farm.

Do-Now: Vocabulary Practice: morose, taciturn, filial, eminent

Agenda: 1) Vocabulary Practice Quiz

2) Note-taking: Scapegoat - a person, group, or thing that is blamed for something in place of someone/something else getting blamed

3) Class will read Chapter # 7 of Animal Farm examining how the farm’s problems are being blamed on Snowball and how this represents propaganda in the form of Pinpointing the Enemy.

4) Worksheet: Chapter #7 Questions for Animal Farm

Homework: Study for Monday's Vocabulary Quiz

Thursday, June 2

Objective: Students will be able to identify TWO instances in Animal Farm where the pigs stray from the original Seven Commandments.

Do-Now: Vocabulary Practice: treachery, retinue, conciliatory, demeanor

Agenda: 1) Review the animals’ Seven Commandments and compare the animals’ commandments to human rules/laws as well as the Ten Commandments.

2) Read Chapter #6 of Animal Farm looking for instances where the pigs stray from the original Seven Commandments written for Animal Farm. 

3) Complete Chapter # 6 Question Worksheet

Homework: Chart Last Four Vocab Words: morose, taciturn, filial, eminent 

Wednesday, June 1

Objective: Students will be able to find examples of direct and indirect characterization in Chapter #5 of “Animal Farm.”

Do-Now: Vocabulary Practice: articulate, malignity, capitulate, countenance

Agenda: 1) Review direct vs. indirect characterization

2) Class will begin reading Chapter #5 of Animal Farm, finding examples of direct and indirect characterization.

3) Finish reading Chapter #5 and complete Characterization chart.

4) Complete Chapter #5 questions

Homework: Chart Next Four Vocab Words: treachery, retinue, conciliatory, demeanor

FULL TEXT OF ANIMAL FARM ONLINE

Tuesday, May 31

Objective: Students will be able to find and label examples of each of the 10 Main Types of Propaganda.

Do-Now: You have TEN minutes to study for your vocabulary quiz.


Agenda: 1) Vocabulary Quiz: Animal Farm List #1

2) Introduce New Vocabulary: articulate, malignity, capitulate, countenance, treachery, retinue, conciliatory, demeanor, morose, taciturn, filial, eminent

3) Propaganda Project: Students will use Prezi.com to finish their projects on propaganda.  They will have to find a series of 10 pictures which represent each of the 10 Main Types of Propaganda.  These pictures will be displayed in Prezi along with a written explanation of how each example represents propaganda.  Send Prezi projects to TeacherWinberg@gmail.com and check to make sure they were received.


Homework: Chart First FOUR vocab words: articulate, malignity, capitulate, countenance 

Friday, May 27

Objective: Students will be able to find and label examples of propaganda in Chapters 3 and 4 of "Animal Farm."

Do-Now: Animal Farm Vocab List #1: Practice #3

Agenda: 1) Vocab Practice Quiz

2) Read Chapters #3 and 4 of "Animal Farm"

3) Complete Question Worksheet for Chapters 3 and 4

Homework: Study for Vocab Quiz on TUESDAY!!!

Thursday, May 26

Objective: Students will be able to compare the animals’ “Seven Commandments” to common rules/laws people follow.

Do-Now: Vocabulary Practice: ignominious, impromptu, canvass, procured, eloquence

Agenda: 1) Vocabulary Practice Quiz

2) Class will read Chapter #2 of "Animal Farm" and compare the animals' seven commandments to rules/laws humans have.

3) Complete Chapter #2 Question Worksheet for "Animal Farm"

Homework: Compose "Seven Commandments for Randolph;" Study for tomorrow's vocab test. 

Wednesday, May 25

Objectives: Students will be able to identify and label TWO examples of propaganda in Chapter #1 of Animal Farm.  Students will be able to compare the animals’ “Seven Commandments” to common rules/laws people follow.

Do-Now: Vocabulary Practice: acute, parasitical, cryptic, indefatigable, tractable

Agenda: 1) Class will read Chapter #1 of “Animal Farm,” focusing on Old Major’s speech and the anthem “Beasts of England.”

2) Students will independently read Chapter #2

3) Worksheets: Chapter #1+2 Questions for “Animal Farm”

Homework: Compose “Beasts of Philly” anthem modeled after the animals’ “Beasts of England.”  What hopes/dreams to you have for the future of our city?

Tuesday, May 24

Objective: Students will be able to find and label examples of each of the 10 Main Types of Propaganda.

Do-Now: Vocabulary Practice: ensconced, laborious, enmity, vivacious, apathy

Agenda: 1) Review the 10 Main Types of Propaganda

2) Project Propaganda : You will use Prezi.com to create a project on propaganda.  You will have to find a series of 10 pictures which represent each of the 10 Main Types of Propaganda (one picture for each type).  These pictures will be displayed in Prezi along with a written explanation (on paper) of how each example represents propaganda.  You will have TWO classes to finish this project.

Homework: EXTRA-CREDIT: Find an ad in a newspaper/magazine.  Cut the ad out and tape/glue it to a piece of lined paper.  On the lined paper, explain what type(s) of propaganda is being used in the ad as well as how effectively it is being used.

Monday, May 23

Objective: Students will be able to identify and label TWO examples of propaganda in Chapter #1 of Animal Farm.

Journal: Think of commercials you have seen recently or advertisements you have seen in magazines/newspapers or on billboards/buses.  How do the ads try to persuade you to buy the product being advertised? (Or, in some cases, choose a company’s service, support a belief, etc?)  What types of images and words are used in an attempt to persuade you?

Agenda: 1) Introduce Vocabulary: ensconced, laborious, enmity, vivacious, apathy, acute, parasitical, cryptic, indefatigable, tractable, ignominious, impromptu, canvass, procured, eloquence

2) Note-taking: satire, parody, characterization (direct and indirect), propaganda

3) Class will read Chapter # 1 of “Animal Farm,” focusing on Old Major’s speech and the anthem “Beasts of England.”

4) Worksheet: Chapter #1 Questions for “Animal Farm”

Homework: Compose “Beasts of Philly” anthem modeled after the animals’ “Beasts of England.”  What hopes/dreams to you have for the future of our city?

Friday, May 20

Objective: Students will be able to make inferences in order to clarify ambiguities in a story.

Journal: FREE WRITE

Agenda: 1) Go over Practice Vocabulary Quiz

2) Take Vocabulary Quiz

3) Class will review ambiguity

4) Class will read “Notes from a Bottle” pg. 375 – 377 looking for passages which are ambiguous and discussing the different ways they can be interpreted.

5) Response & Analysis Pg. 379 # 2, 4, 7, 8, 9

Homework: Message in a Bottle: Pretend you are stranded in the middle of a disaster.  Compose your own letter or series of journal entries explaining how you became stranded, what you did to survive and what occurred up until the point your message was sent out.

Thursday, May 19

Objective: Students will be able to make inferences about characters in a story based on the characters’ dialogue.

Journal: How did your parents choose your name?  Were you named after a relative or famous person?  Do you know what your name means?  How does your name affect who you are?

Agenda: 1) What's in a name?

2) Class will read “Everyday Use” pp. 77 – 83, making inferences about each character based on how the character acts and what the character says.

3) Response & Analysis Pg. 86 #1-4, 6, 7, 8, 12

4) VENN Diagram: Compare/Contrast Maggie and Dee

Homework: Practice Vocabulary Quiz

Wednesday, May 18

Objective: Students will be able to compare/contrast real-life women who have killed their husbands to Mary Maloney in “Lamb to the Slaughter.”

Do-Now: Grammar Exercise : Daily Edit:

In 1875, a croud of 10000 gathered to watch the first horse races at Churchill Downs in Louisville Kentucky. They saw a 3-year-old colt named aristides win the race. That race became part of what are now an annual tradition for horse lover's -- the Kentucky Derby. Held on the first Saturday in may, the Derby is known as the first jewel in horse racings Triple Crown the other two races in that "crown" are the Preakness and the Belmont Stakes.

Agenda: Researching Women Who Have Killed Their Husbands


Read each of the articles on the murderers and answer the following questions:


1) What was the woman's name/age?
2) How/when did she kill her husband?
3) What was the woman's motive for killing her husband?
4) Do you feel justice was served in her court case?
5) How does this murder compare/contrast to the murder in "Lamb to the Slaughter?"


Larissa Schuster


Pamela Smart


Betty Broderick

Homework: Letter of Confession: Choose one of the women from today’s research and write a letter from her perspective in which she confesses her crime and explains what motivated her to kill her husband.

Monday, May 16

Objective: Students will complete a Unit Test.

Do-Now: You have 15 minutes to study for your Unit Test.

Agenda: 1) Unit Test #3

2) Copy New Vocabulary Words: Pg. 76 : sidle, furtive, cowering, oppress, doctrines, rifling; Pg. 374 : portable, presumably, speculation, submerged, recede

Homework: Vocabulary Development Worksheet for words from “Everyday Use” and “Notes from a Bottle”

Friday, May 13

Objective: Students will review for Unit Test #3.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz #12

2) Go over answers to the review packet for Unit Test #3.

3) JEOPARDY: Class will play a Jeopardy review game for Unit Test #3.

UNIT TEST #3 REVIEW

Homework: Study for Monday’s Unit Test.

Thursday, May 12

Objective: Students will complete a review packet for Unit Test #3.

Do-Now: Practice Quiz for Vocabulary List #12

Agenda: 1) Go over Practice Quiz

2) Complete review packet for Unit Test #3.

Homework: Study for Tomorrow's Vocabulary Quiz; Unit Test #3 on MONDAY

Tuesday, May 10

Objective: Students will be able to find an instance of situational, dramatic, and verbal irony in “Lamb to the Slaughter.”

Journal: What would motivate a woman to kill her husband?  What would he have to do/say to make her want to kill him?  Explain.

Agenda: 1) Review 3 Main Types of Irony: situational, dramatic, and verbal

2) Class will read “Lamb to the Slaughter” pp. 316-326 looking for instances of situational, dramatic, and verbal irony.

3) EXIT SLIP: List THREE examples of irony (one of each type) from "Lamb to the Slaughter."

HOMEWORK: Response & Analysis Pg. 326 # 1-8; Vocab Quiz FRIDAY; Unit Test #3 MONDAY

Monday, May 9

Objective: Students will be able to list THREE elements in the setting of “The Pedestrian” that are used to create the story’s mood.

Do-Now: Copy New Vocabulary Words and Definitions: Pg. 46 : manifest, intermittent, ebbing, antiseptic, regressive; Pg. 316 : anxiety, placid, luxuriate, administered, premises, consoling, hospitality

Agenda: 1) Note-taking: Mood and Setting

Mood: subtle overtone that can strongly affect our feelings

Setting: the time and place of the action in the story

2) Class will read “The Pedestrian” pp. 46-53 looking for words/phrases describing the story’s setting which help to create the story’s mood.

3) Response & Analysis Pg. 53 #1, 2, 3, 5, 6, 7, 8, 9

4) EXIT SLIP: List THREE elements in the setting of “The Pedestrian” that are used to create the story’s mood.

Homework: Vocabulary Development Worksheet for “The Pedestrian;" Vocab Quiz FRIDAY; Unit Test #3 MONDAY

Friday, May 6

Objective: Students will be able to list THREE similarities and SIX differences between the heroes they have read about this week.

Journal: FREE WRITE

Agenda: 1) Go Over Practice Quiz for Vocabulary List #11

2) Vocabulary Quiz #11

3) Read "The Man in the Water" pg. 274-277.

4) VENN Diagram: Compare/Contrast TWO of the heros from this week: King Arthur, Sir Lancelot, The Man in the Water.  List THREE similarities and THREE differences on each side (a total of NINE).

Homework: Pg. 281 # 1, 3, 4, 5, 6, 8, 10, 11

Extra-Credit: Write a eulogy for The Man in the Water (minimum 10 sentences) = 20 pts.

Wednesday, May 11

Objective: Students will finish creating a storybook for an Arthurian legend.

Do-Now: Daily Edit: Copy this paragraph into your journal making corrections as you go:


Did you know that Mothers Day was first observed on the second Sunday of May in 1907. It was observed at the request of Anna Jarvis of Philadelphia. As a child, Anna herd her mother say in a Sunday school lesson that she hoped there would some day be a special day for mothers. Their are many days for men, but nun for mothers" she said. After her mothers' death, Anna work hard to start a national holiday for all mothers.


Agenda: STORYBOOKS: Today, you will finish using the "Presentation" application on GoogleDocs to create a storybook which depicts either the legend of "The Sword in the Stone" or the romance of "Sir Lancelot."  Your book should be about TEN slides long and each slide should include a picture along with your narration.  You should aim to summarize the important events in the story with your slides and the finished product should read like a children's storybook.  When you are finished, save your presentation and share it with TeacherWinberg@gmail.com 

Homework: Vocabulary Development Pg. 327 "Using Context Clues"

Wednesday, May 4

Objective: Students will be able to list THREE acts done by Sir Lancelot which show he was chivalrous.

Do-Now: Vocabulary Practice: oblige, champion, adversary, sovereign, wrath

Agenda: 1) Class will begin reading “Sir Lancelot du Lake” pp. 652- 653. Class will complete Summarizing question #1.

2) Students will independently finish reading “Sir Lancelot du Lake” and complete Summarizing questions # 2 and # 3.

3) EXIT SLIP: List THREE acts done by Sir Lancelot which show he was chivalrous.

HOMEWORK: Response & Analysis pg. 658 # 2, 3, 7, 8

Tuesday, May 3

Objective: Students will be able to list THREE acts King Arthur did which show he is a hero.

Do-Now: Vocabulary Exercise: oath, ignoble, tumultuous, diverted, fidelity

Agenda: 1) Note-taking: Legend, Romance, Knightly Quest, Chivalry

Legend: a story about great deeds that has been told for generations among a group of people

Romance: a story about a hero who goes on a knightly quest

Knightly Quest: a task a knight is given to prove himself a hero (ex. saving a maiden, slaying a dragon, fighting an enemy)

Chivalry: the code of honor a knight was supposed to follow (bravery, honor, loyalty, generosity)

2) Class will read “The Sword in the Stone” pp. 645 – 647.

3) Response & Analysis Questions # 2, 3, 4, 7, 8 on pg. 649.

4) EXIT SLIP: List THREE acts done by King Arthur which show he is a hero.

HOMEWORK: Finish "Sword in the Stone" questions and Vocabulary questions (assigned yesterday)

Monday, May 2

Objective: Students will complete the second Benchmark test for the year.

Do-Now: Copy New Vocabulary Words and Definitions: Pg. 644, Pg. 651, Pg. 272 : oath, ignoble, tumultuous, diverted, fidelity, oblige, champion, adversary, sovereign, wrath, flailing, extravagent, abiding, pitted, implacable

Today: BENCHMARK TESTING

Homework: (DUE WEDNESDAY) : Pg. 650 Vocabulary Development # 1-7; Pg. 659 Demonstrating Word Knowledge #1-7; Pg. 282 In Other Words #1-5

Friday, April 28

Objective: Students will create poems using interactive poetry websites.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz #10

2) Finish your Titanic blog you started on Monday.  Ms. W will be coming around the room to write down your blog address so your blog can be graded.  If you used Googledocs to type your Titanic story, make sure to share the story with TeacherWinberg@gmail.com

3) Playing with Poetry Online: Use the following websites to create your own original poems.  Make sure to make a paper copy of each poem (write the poem down on a piece of paper) to get credit!

Website 1 : Create a haiku CLICK HERE

Website 2 : Fill in the blank poetry templates CLICK HERE

Website 3 : Magnetic Poetry CLICK HERE

Homework: Compose an original free verse poem (at least 20 lines long).

Thursday, April 28

Objective: Students will be able to explain how poets use their bodies and voices to enhance their poetry.

Do-Now: Vocabulary Practice: ostentatious, mundane, intuitive, frugal, evervating

Agenda: 1) Vocabulary Practice Quiz

2) Poetry Videos: We will be watching a series of TEN spoken word poetry videos.  As you watch each video, you will complete a reflection for the video on your worksheet.  Focus on how the poet uses his/her voice and body to deliver his/her poem more effectively and engage his/her audience.

Homework: Study for tomorrow's vocabulary quiz!

Wednesday, April 27

Objective: Students will be able to compose Japanese haikus and tankas following the correct format.

Do-Now: Vocabulary Practice: submissive, sagacity, rancorous, querulous, precocious

Agenda: 1) Note-taking: Haiku vs. Tanka

2) Class will read and discuss "Three Japanese Tankas" on pg. 490 and Haiku handout for participation credit.

3) Compose TWO tankas and THREE haikus following the correct format for each.  Remember, tankas are generally about love and haikus give an image from nature.

4) Poetry Reading: Choose a haiku or tanka you have written to read out loud to the class for participation credit.

Homework: Chart last FIVE vocabulary words: ostentatious, mundane, intuitive, frugal, enervating