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This site contains useful information about the Milton ESOL program and courses taught by Ms. Coln. Click on the class page on the right to get week-at-a-glance information for your literature course.













ESOL 10th Literature


Hey!  It's a new year!!! Let's sail into a lit adventure together, starting here..............

wk 11:
M
10/17

Vocab quiz tomorrow!
Intro: Mice and Men
H: Read M & M Ch 1, -p. 3-10,: complete plot organizer, ch 1 due Monday
T
10/
Vocab, Ch. 1, p. 8, 11
Finish Steinbeck,
Setting Ch 1 activity
H: Read M & M Ch 1 pp 11-17complete plot organizer, ch 1 due Monday 10/7;
W
10/
Finish setting and plot discussion, ch. 1; do setting ex., p. 16
Discuss chapter 1, 2 plot; Your brother’s keeper idiom/question/discussion,
p. 8
Read excerpts; discuss setting, characters

H: Read Ch 2, pp. 18-24, M & M, plot outline due next Monday
T
10/
Gerund Practice: 
Vocab p. 13, 14
I think JOURNAL rounds – collaborative:  students write an observation, pass to next student to add

Review Characterization, One Step Further, p. 15
Characterization Write, p. 14

H: Read Ch 2,  pp. 25-33, M & M, plot outline due next Monday
F
10/
Review vocab, p. 19?
Video : Stormy Weather and guided questions
http://www.youtube.com/watch?v=Wil1ePlT1xs
Characterization match, p. 20  movwe to MOnday
Read excerpts from Ch 1 and 2,
Mouse Poem
H: Read Ch 2,  pp. 34-37,M & M, plot outline due next Monday

































Wk 10
M
10/10
NO SCHOOLWOOHOO!!



H: Read M & M Ch 1,: complete plot organizer, ch 1 due Monday
T
10/
No school


H: Read M & M Ch 1,: complete plot organizer, ch 1 due Monday
W
10/
PSAT – Students DO NOT go to homeroom!  These students come to 2205:



H: Read M & M Ch 1,: complete plot organizer, ch 1 due Monday
T
10/
Present Ads
Intro Mice and Men
Distribute books, packet, review packe
Intro tomorrow’s assignment
Meet the author:  Steinbeck Activity
Your brother’s keeper: journal, p. 8 pkt
F
10/
Intro Mice and Men:
Finish Steinbeck activity

H:  Read Mice and Men, Ch 1. Complete plot organizer






































M
9/26
S’More
Clips
pp
Vocab:  prefixes
Intro persuasive media: 
Pretest
ethos, pathos, logos
analyze ads (print/clips) for each
T
Vocab/grammar practice
Finish persuasive media intro:  persuasive techniques; appeals ID on pp
Analyze 2 print ads: grab bag:  organizer, pg 10-11
Group/individual practice
W
Review vocab
Grammar practice
Ethos pathos logos group jigsaw
Analyze web-based ads, use organizer pp. 12-13
T 
Review vocab
Review ethos, pathos, logos
Rhetoric: define, pg 7; techniques used pg 8 – do in groups
Speech evaluation:  JFK pg 14-18 pkt
F
Vocab quiz – prefix
Finish speech evals; ad evals
Enrich:  fallacious arguments:  identify






















































































M
9/19
Vocab prefix: inter/intra
  1. Review WAG, standards
  2. Finish 2 friends
  3. Fable/Myth/Legend Final project – Electronic Literary Analysis
Read Morte d’Arthur:  pp. ____, anecdotal notes:  main idea, support – circle the words/phrases that help you understand
T
9/
Myth Vocab Quiz
  1. Morte d’Arthur
  2. Fable/Myth/Legend Final Project: 
Read Morte d’Arthur:  pp. ____, anecdotal notes:  main idea, support – circle the words/phrases that help you understand
W
9/
  1. Collect homework for grade
  2. Test review fables/myths legends:  puzzle
  3. Morte discussion
  4. Fable/Myth/Legend Final Project presentations  DUE TODAY!!!
H: Anecdote:  a short heroic deed of a family member
T
9/
Fable/Myth test
  1. Grammar
  2. Morte discussion
  3. Practice  Fable/Myth/Legend Final Project
H: Finish and practice oral presentations for myth final project
F
9/
  1. Vocab Quiz
  2. Finish Morte
  3. Fable/Myth/Legend Final Project Presentations
*** anecdotal practice:  retell short story about yourself to teach a lesson; led into persuasive media unit
Discuss  poem174-177 “La Belle Dame”:  Narrative, theme, setting, characters---Related subject, VOICE,MOOD


























































































M
9/5

FABLE VOCAB QUIZ WEDNESDAY
WAG
T
9/
  1. Finish Myth vocab;  Myth Vocab quiz Friday
  2. Review Perseus and Medusa: Quest, Plot, characters
  3. Answer comp questions, Perseus, p. 58#8-10, 17-20
  4. Practice Retells!!!

H:  finish comp questions
W
9/
  1.  Grammar/myth vocab
  2. Finish Perseus reading guide, similes
  3. Intro Who’s That God assignment, due FRIDAY, 10/1:  appropriate sites, quotes, paraphrase, citations;
  4. H:  p. 59, # 21-25; 26-30
T
9/
  1. Grammar:  Who/Whose
  2. Read and complete reading guide for DAMON and PYTHIAS
  3. Start Who’s that God research
F
9/
  1. Review myth vocab
  2. Finish Damon and Pythias
  3. Finish Who’s That God research. 




































M
8/22
THEME: Heroes and Friends

Vocab Quiz Friday
  1. Review WAG, standard
  2. Vocab, Unit 1, QUIZ FRIDAY!
  3. Intro final Project for unit: analysis of cultural myth/legend, p. 15
  4. Aesop’s Fables:  Intro, character, moral, personification; universal idea/theme/character - p. 20-22; fill in lit organizer; 
  5. Fable Retell assignment:  due next Tuesday, Sept.___:   Fable from YOUR Culture!!
  6. All homework to be turned in Friday

H:  Outline of p. 18-19; Answer comp questions, p. 23; #1-10, find a famous fable from your culture or write your own fable
T
8/
What are attributes of fables
  1. Complete Fable vocabulary, due this Friday
  2. Review homework
  3. More Aesop, p. 24-26, fill in lit organizers

H: Answer comp questions, p. 23, #1-10,
W
8/
  1.  Review homework – p. 27
  2. Dog and Manger
  3. Compare two dog fables

H:  Answer comp questions, p. 41, 1-10; Setting, p. 42;  vocab
T
8/
  1. Milkmaid
  2. Fable Retell project
F
8/

Intro
Persuasive Reasoning
  1. Vocab Quiz – Unit 1 Fables
Tolestoy:  The King and his Shirt:  Plot, Irony;  p. 39-41
  1. Review King and Shirt homework, p. 41;

Fable Retell Research Day

Idiom of the week:  by jove!! And others…………………….




















































M
8/15
Intro, body, conclusion
  1. Pass out school info
  2. Vocab Unit 1 OR mono/poly; timed QUIZ Friday!
  3. Complete p. 30 – 32 in class: topic sentence, body, H:  p, 35 Revise for flow practice
T
8/

Peer Editing and Revising Writing
  1. Check homework, p. 35
  2. Vocab, p. 35,37
  3. Closing; Editing symbols: Review p. 42, complete p. 43;
  4. To be turned in for a grade!: Peer review, 2 parts:  a)  Edit paragraphs:  use editing marks;  b) complete p. 36, turn in before the end of class
  5. Complete p. 40-41, revising practice, finish for homework
H:  make revisions in first draft, final draft due FRIDAY, 8/23 at beginning of class; no late work accepted
W
8/

What is “flow”?
  1.  Vocab practice
  2. Action/spicy verbs! Use thesaurus
  3. Review p. 44, 45 Tips for final copies:  DOCUMENT SOURCES!!!!
  4. Revising your paragraph and flow:  Read and discuss pp. 34-35; complete p. 34, then p. 37 checklist. Finish for homework
H:  make revisions in first draft, final draft due FRIDAY, 8/23 at beginning of class; no late work accepted
T
8/
Outlining and Literary Genres
  1.  Outlining skills: review basic outline types, focus: formal outline with roman numerals
  2. Outline lit genres handout:  walk through outline details in handout, model notetaking:  find, highlight main ideas (roman numerals), supporting details (alphabetic details)
Homework:  complete outline for homework;
finish summary paragraphs – due tomorrow!!!
F
8/
  1. Turn in summary writing project
  2. Distribute/record books
  3. Intro Fables/Myths: read standard for this week; read p. 11, discuss; pp. 20-22: 
  4. Literary terms for unit/Grammar focus: adjectives!
  5. complete read guide for character, moral personification


































M
8/8
1.  Complete Student Info Sheet, finish for homework:  ACCURACY PLEASE!!!
2.  Intro to course: go over syllabus and course outline sheets.
3.  Review “Week at a Glance”.  Highlight standard. 
     Keep this and ALL assignments in notebook, in ORDER.
4.  Summer summary:  write three sentence that summarize your summer on the board  (make these sentences better)
5.  Sentence/Writing packets for next 2 weeks:  standard for writing
6.  Read “About the Unit” in writing packs

Homework: 
1.  Parents sign syllabus for a grade and info sheet with ALL NECESSARY phone numbers/e-mail addresses. 
2.  Complete pretest, pp. 4-5 in packet
T
8/

Descriptive paragraph; summary intro
Summary due FRIDAY 9/3
  1. Check H:  Return syllabus and Student Info sheet; school info
  2. Imagery:  describe your favorite summer image
  3. Adjs and spicy verbs – thesaurus (web/print)
  4. Descriptive paragraph assignment, p. 23: a) review parts of a paragraph, b) writing format for a paragraph c) write a paragraph summarizing scene or person you met over the summer. Include sensory details, descriptive adjectives, phrases and clauses.  
  5. Discuss importance of completing homework!

Homework:  Read carefully p. 22, both articles
W
8/

What are summaries;
Paragraph Development
  1. Register for Pearson Online; edmodo, Rosetta Stone
  2. Check H:  Return syllabus and Student Info sheet; school info
  3. Intro and Begin Outlining, p. 21, 23:  Paragraphs/summary; read p 21-22 together ; highlight
  4. Complete p. 23:

Homework:  finish p. 23




TH
8/
  1. Register for remind 101
  2. Complete p. 8
  3. Check homework, p. 23, school info
  4. Complete p. 27 -28 exercises
  5. Discuss homework assignment: un/acceptable sources

Homework:  find an article from an acceptable source or read on subject you choose; highlight main idea and supporting details in article
F
8/

Writing a paragraph
  1. Complete signups for Remind 101, edmodo
  2. Complete p 10-11 adjective, adverb practice with descriptive writing
  3. Check homework:  article about subject
  4. Complete p. 30 – 32 in class: topic sentence, body, closing
  5. Review draft tips on p. 32

Homework:  complete rough draft of article

Here are our standards for the next few weeks: what you can expect to review/learn/master:

ELA10W2 The student demonstrates competence in a variety of genres.
The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently.
a. Introduce a topic; organize complex ideas, concepts, and information to

The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student:
a. Engages the interest of the reader.
b. Formulates a coherent thesis or controlling idea.
c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from at least one secondary source.
d. Follows an organizational pattern appropriate to the type of composition. 
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