Calendar

“Animal Farm” Journals (Week Topic: Equality vs. Freedom) || Elements of Literature within chapters 5-7 || Topics on Freedom; how conflict can produce varying levels of freedom (and how it relates to “Animal Farm”) || Topic Discussion: Analyzing how the beliefs of some can affect the freedoms of everyone || Writing Workshop for journals Dramatic Role Play groups are assigned, and directions given Second part of “Animal Farm” film || - Topic: A lack of tolerance, freedom and compromise leads to little to no change. Collecting Journals Finish “Animal Farm” film ||
 * __** Week 1 **__ || __** Monday **__ || __** Tuesday **__ || __** Wednesday **__ || __** Thursday **__ || __** Friday **__ ||
 * **English 1** || Lecture and Discussion on chapters 5-7 “Animal Farm” Journals (Week Topic: Equality vs. Freedom) || Elements of Literature within chapters 5-7 Post-It Notes Activity || Topics on Freedom; how conflict can produce varying levels of freedom (and how it relates to “Animal Farm”) || Topic Discussion: Analyzing how the beliefs of some can affect the freedoms of everyone || Writing Workshop for journals Dramatic Role Play groups are assigned, and directions given Second part of “Animal Farm” film ||
 * **English 2** || Racial injustices will be introduced with the “Say Something” reading strategy by reading Gerda Weissman’s “The Blue Room,“ Afterwards, students will follow along with notes from a powerpoint about that era. || A short video clip from All But My Life will be shown about Weissman’s experience and students will complete a worksheet to be done during the movie. A class discussion will follow afterwards. || Students will learn about segregation in schools during the Jim Crow Laws. We will listen to personal narratives, view pictures, and finish with a journal entry. || Students will continue learning about segregation in the south and we will share our journal reflections. || Students will take a look at an editorial on Cesar Chaves and the racial injustices that were endured. We will end with a class discussion on racism and a ticket out the door will be used in order to check for understanding. ||
 * **History 1** || Power Point and notes, Read Aloud || Movie and notes/discussion || Movie and notes/discussion || Written Conversation (see Activity) || Poster protesting the Trial of Tears as though they were alive in 1831. The posters should attempt to produce productive and socially appropriate (non-violent) change. ||
 * **History 2** || The K of the K-W-L chart to find out what the students know about the colonies and Native Americans. || The W part of the K-W-L chat to find out what the students want to know about the colonies and Native Americans. Introduce the colony project and fully explain the rubric. Show power point giving students background information. || Introduce the different types of government the students that they can use for their colonies. Introduce what a law is and why they are important. || Time in class to work on colony. || Present Colonies to the classroom. Finish L part of K-W-L chart. ||
 * **History 3** || tudents will create a timeline from the years 1955-1965 and list important dates and events that contributed to African Americans gaining equality in America. || Students will Read an article on the “Brown vs. Board of Education” Supreme Court case. They will write down notes from the article and jot down their opinions. Then they will be assigned roles to participate in an actual court case similar to this one. || The teacher will read Dr. Martin Luther King’s “I Have a Dream Speech” aloud to the class. While reading, the students will listen and will complete the literacy strategy Written Conversation with their shoulder partner and then we will discuss as a class. The students are required to turn them into the teacher. || Students will watch a documentary on Rosa Parks, The Greensboro sit ins, boycotts during the civil rights movement and the million man march on Washington. They will write down twenty facts from the video to discuss in class and summarize the notes with an essay at the end of how the actions of African Americans contributed to desegregation and to them getting equal rights in America. || Assessment on Civil Rights Movement. Assessment will be three essay questions. Each essay must be answered in 4-6 sentences ||
 * __** Week 2 **__ || __** Monday **__ || __** Tuesday **__ || __** Wednesday **__ || __** Thursday **__ || __** Friday **__ ||
 * **English 1** || Lecture and Discussion on chapters 5-7
 * **English 1** || Lecture and Discussion on chapters 5-7
 * **English 2** || Students will read Poe‘s “The Cask of Amontillado” in pairs. They will use the It Says/I Say reading strategy while reading. || Post-It Notes Activity || Students will be presented with the chance to create their own presentation by choosing a reading of their choice or taken from a personal narrative to be presented to the class on Friday. || Students will work on presentations. || Students will deliver their presentations. ||
 * **History 1** || Why Puritans left England (Power Point) || Settling in the New Land (Power Point and video from IDEAL) || Society and Structure-Religious aspects and influence || Religious interaction with the Native Americans and the consequences || Dramatic Role Play (Literacy Strategy) ||
 * **History 2** || Use clustering to gauge classroom meaning on “Delegate” and “the Constitution” classroom discussion to make sure all students understand these key vocabulary terms. Show power point giving students background information. || Give students their delegate sheets and have them read them and write their summary. || Have students meet 3 other delegates and write down 3 key points about them. Start dvd. || Finish dvd, introduce reenactment || Constitutional Convention reenactment. ||
 * **History 3** || Students will identify perceptions towards Asians widely held by the American public through the analysis of political cartoons from the 1940's and 1990's. || Students research the daily life of Japanese-Americans in internment camps during World War II and write radio documentaries using what they learn. (Library/Comp Lab). || Students research the daily life of Japanese-Americans in internment camps during World War II and write radio documentaries using what they learn (Library/Comp Lab). || Students will participate in a debate/trial where the U.S. government is being prosecuted by an international tribunal for taking away the rights and freedom of Japanese citizens and placing them in internment camps during WWII in the U.S. || Students will write an essay and answer the question; What would you do in President Roosevelt’s situation in regards to protecting the rights of Japanese citizens but not being viewed as a traitor by the American public? ||
 * __** Week 3 **__ || __** Monday **__ || __** Tuesday **__ || __** Wednesday **__ || __** Thursday **__ || __** Friday **__ ||
 * **English 1** || Lecture and Discussion on chapters 8-10 “Animal Farm” Journals (Week Topic: Contributing to a Compromise) || Elements of Literature within chapters 5-7 Topics on Compromise; Can complacency and lack of involvement lead towards little or negative change? (and how it relates to “Animal Farm”) Tie this quote to unit theme: “All animals are equal, but some animals are more equal than others.” || Dramatic Role Play Activity Topic Discussion: When does compromise begin to diminish, turning into dictations. || Writing Workshop for Journals || End of Unit Discussion:
 * **English 1** || Lecture and Discussion on chapters 8-10 “Animal Farm” Journals (Week Topic: Contributing to a Compromise) || Elements of Literature within chapters 5-7 Topics on Compromise; Can complacency and lack of involvement lead towards little or negative change? (and how it relates to “Animal Farm”) Tie this quote to unit theme: “All animals are equal, but some animals are more equal than others.” || Dramatic Role Play Activity Topic Discussion: When does compromise begin to diminish, turning into dictations. || Writing Workshop for Journals || End of Unit Discussion:
 * **English 2** || Take notes on expository essay outlines and read an excerpt from “Chinese Cinderella.” || Students will view different examples of personal narratives and memoires. || Students will take notes on Introductions and Conclusions. They will begin writing their final draft. || Student will continue to work on essays and we will begin sharing them in a class circle. || We will finish sharing student essays and have a class discussion. ||
 * **History 1** || Review Constitutional Convention || Bill of Rights || What Anti-Federalist thought of the Bill of Rights || What Federalist thought of the Bill of Right || Creating a new Bill of Rights ||
 * **History 2** || The K part of the K-W-L chart to gauge student knowledge about the Treaty of Paris. Background information power point. || W part of the K-W-L chart, Reinforce Cornel notes, start dvd. || Finish dvd. || The L part of the K-W-L chart, classroom discussion. || Written assessment; how would you have made the Treaty of Paris be achieved faster. ||
 * **History 3** || Students will create a timeline from the years 1955-1965 and list important dates and events that contributed to African Americans gaining equality in America. || Students will Read an article on the “Brown vs. Board of Education” Supreme Court case. They will write down notes from the article and jot down their opinions. Then they will be assigned roles to participate in an actual court case similar to this one. || The teacher will read Dr. Martin Luther King’s “I Have a Dream Speech” aloud to the class. While reading, the students will listen and will complete the literacy strategy Written Conversation with their shoulder partner and then we will discuss as a class. The students are required to turn them into the teacher. || Students will watch a documentary on Rosa Parks, The Greensboro sit ins, boycotts during the civil rights movement and the million man march on Washington. They will write down twenty facts from the video to discuss in class and summarize the notes with an essay at the end of how the actions of African Americans contributed to desegregation and to them getting equal rights in America. || Assessment on Civil Rights Movement. Assessment will be three essay questions. Each essay must be answered in 4-6 sentences ||