Days |
8A/B |
7A |
English III |
Creative Writing |
Monday |
Record week eight’s spelling words, continue defining new vocabulary gathered from Animal Farm, and finish Animal Farm crossword puzzles. Homework: AF chapters assigned in class and new AF vocabulary. |
Record week eight’s spelling words and discuss week eight’s quote. Complete quiz - run-on sentences, sentence fragments, subject/verb agreement, and apostrophes. Finish “The Necklace” adaptations upon completion of quiz. |
Review common poetic elements such as imagery, metonymy, apostrophe, etc. Read “Dulce Est...” by Wilfred Owen. In pairs, students will examine the poem for as many poetic and literary elements as possible. |
Workshop twist ending stories and pictorial inspirations. |
Tuesday |
Quiz and discuss assigned AF chapters (themes, symbolism, the emergence of allegorical traits), share AF crossword puzzles with the class. Homework: AF chapters assigned in class and AF vocabulary. |
Share “The Necklace” adaptations with the class. We will track each adaptation to make sure they each contain all the necessary elements of a short story. Begin discussing the purpose of a process essay. Homework: Assigned grammar/punctuation worksheets. |
Students will share the poetic elements found in Owen’s poem. The class will then read, discuss, and analyze Brooke’s poem “The Soldier,” as well as discussing the lives of Siegfried Sassoon and Isaac Rosenberg. |
Research various news outlets attempting to find a news story that may be easily adapted to a realistic short fiction story. Discuss stories and movies that have been based on true events and examine the artistic liberties authors take with reality. |
Wednesday |
Quiz and discuss assigned AF chapters (themes, symbolism, the emergence of allegorical traits), begin discussing proper outlining strategies for compare/contrast essays. Homework: AF chapters assigned in class and AF vocabulary. |
Assign students the process essay topic and walk them through the pre-writing stages. Students will complete prewriting and begin rough drafts of process essays. Homework: Assigned grammar/punctuation worksheets. |
Students will read assigned poems by Sassoon and Rosenberg; they will then analyze these poems for all the poetic and literary elements we have discussed in class. |
Share news stories to the class. Peers will give input as to how aspects of the story will work in the plot line of a short fictional piece. |
Thursday |
Complete prewriting for assigned compare/contrast prompt, begin rough draft when prewriting has been completed. Homework: Study for spelling quiz. |
Continue working on process essay rough drafts, moving on to the editing/revising stage upon completion. |
Students will use the top-hat handout to compare/contrast two different war poems we have discussed in this unit. Upon completion, they will begin drafting their own version of a war poem based on their own opinions of war. |
Begin writing adapted news pieces. |
Friday |
Spelling quiz, continue with compare/contrast rough draft, moving on to the editing and revising stages upon completion. |
Spelling quiz, quote quiz. Students will then begin constructing illustrated instructional manuals to accompany their process essays. |
Discuss compare/contrast assignment. Continue writing war poetry; upon completion, discuss editorials and assign students a 300 word editorial in which they discuss their views of war by referring to poems discussed in class. |
Students will share their progress and continue working on their adapted short pieces. |