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 To see all the weeks in the term, scroll ALL THE WAY DOWN!

August 21-25, 2017: Welcome Back!
Term 1: "Why?" and "How to..."

Monday, August 21
Tuesday, August 22 [Back-to-School Night]

  • This term you will learn HOW TO...
  • ...ask questions.
  • ...keep an amazingly organized English Notebook.
  • ...write on demand every day for a variety of purposes.
  • ...write a text-based informational essay.
  • ...close read and annotate text.
  • ...deduce the meaning of an unfamiliar word by recognizing its "cells.".
  • ...define and classify words according to their parts of speech.
  • ...recognize & define various ACT vocabulary words.
  • ...accept responsibility.
  • ...analyze the elements of fiction in various texts.

So, let's get started!
Wednesday, August 23: A Day
Thursday, August 24: B Day

  • Seating Chart: Find your seat!
  • Read. Write. Repeat.
  • [Reading Literature] Poem o' the Day: "Invitation" by Shel Silverstein
  • [Word Study] "In the beginning was the Word...."
  • Honors Vocabulary Pretest: Think you're pretty smart, eh?
  • Suffixes that refer to people: -ant / -ar / -ard / -arian / -ee / -ent / -er / -ess / -eur / -ier/yer / -or / -ist
  • Samples: servant, liar, wizard, librarian, payee, resident, painter, countess, chauffeur, cashier, lawyer, doctor, biologist
  • [Reading/Writing Informational] Are you the kind of student who...?
  • So, what are we in for?
  • [Reading Informational] Letters from the past....
  • [Grammar/Conventions] Details, Disclosures, Discussions, Didgeridoos
  • If possible, have a 1½” three-ring binder (for this class only) with you next Tuesday/Wednesday (August 29/30).


Friday, August 25: A Day


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

August 28-September 1, 2017

Monday, August 28: B Day


Tuesday, August 29: A Day (Writing Lab 202)
Wednesday, August 30: B Day (Writing Lab 202)

  • Welcome to the Computer Lab: Our Home Away from Home!
  • Seating Chart
  • Poem o' the Day: "Writer Waiting" by Shel Silverstein
  • OneDrive Training (so you can access your work at home, too!)
  • Activate your student OneNote account.
  • Set the proper time zone in your e-mail account.
  • Everything in the student account happens through OneDrive, so always start with OneDrive (not the Word icon).
  • Name the document in the filename field.
  • Select "Edit in Word" >> "Open in Word 2016".
  • If you use the full version of Word (on the computer), you have to save manually.
  • (The online version does it for you, but it can't work with graphics and specialty functions very well.)
  • Here's your first (timed) argumentative essay topic!
  • You will print a copy from Word AND submit it to Utah Compose!
  • Reading Assignment & Schedule
  • Books will be assigned to you on this day.
  • Start reading!

Thursday, August 31: A Day
Friday, September 1: B Day [Aussie Floyd]

  • Friday Assembly: 6th Period is a half hour shorter than 3rd Period.
  • Three-ring Binder (in class today!): Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
  • Journal Entry #1:
  • Write for ten minutes. How is ninth grade different than eighth grade? What did your do over the summer? How was the first week of school? What you write about is not as important as the fact that you write a coherent and complete reflection, story, or description. You may be called upon to share parts of this entry aloud. Fill the page!
  • Word Study
  • Night
  • Discuss/Quiz pp. 1-22
  • Read pp. 23-46 (by next time)


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 4-8, 2017

Monday, September 4: Labor Day

  • No School: Labor Day Holiday
  • Poem o' the Day: "What Work Is" by Philip Levine

Tuesday, September 5: A Day
Wednesday, September 6: B Day


Thursday, September 7: A Day (Writing Lab 202)
Friday, September 8: B Day (Writing Lab 202)

  • Elements of the Argumentative Essay: Analyze your scored essay from last week.
  • Revision: What is it?
  • Rubric/Suggestions (from human reader) for Improvement: Football Essay from Last Week
  • (Any category in which you scored less than three points is in need of revision.
  • Follow the Academic Essay Format.
  • Don't be a Bubba by announcing yourself: "I am going to tell you...," "I have to write about...," "Thompson is forcing us to write...."
    • Don't make it more about you than about the topic: Third-person, avoid "I" and "me".
  • Revise your essay from last week, making significant improvements.
  • Save the revision with a new name: Football Essay Revision
  • Log in to Utah Compose to see the score you got last week; click "Revise"; submit your revision for a new score.
  • To the Lab: Revise your essay from last week, making significant improvements.
    • Log in through Office 365.
    • Select your OneDrive.
    • Open the file called "Football Essay" (or whatever you called it).
    • Select "Open in Word 2016" and enter username + password to sync school software with your OneDrive.
    • Select "Save As".
    • Name the new file "Football Essay Revision" so you have a separate file.
    • Revise the essay.
    • Save it when you are finished, but don't close it yet.
  • Log in to Utah Compose and open your first draft.
  • Click "Revise" and paste your revised essay over the first one
  • Submit your revision for a new score.
  • Write both scores at the bottom of your analysis and turn it in.
  • If you have extra time in the lab, do one or more of these things:
  • Handwriting, Continued....
  • Finish the handwriting cartoon SOAPSTone & questions on the back.
  • Finish Journal #2
  • Finish the close read of the Poem o' the Day from last time according to these standards....
  • ...so it looks sorta like this when you're done.
  • Word Study: Vocabulary List #2 -- Quiz next Wednesday/Thursday.
  • Reading Schedule: Stay on it!


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 11-15, 2017

Monday, September 11: A Day
Tuesday, September 12: B Day

  • Night: Literary Concepts -- Irony (Handout/Assignment)
  • Review the three types of irony.
  • On the handout, identify which type is at work in each quotation from the novel.
  • Usually we expect (A)______________________, but in this case the reality is (B)______________________.
  • Complete the handout, including the two at the bottom, by the time you finish the book.
  • Journal #3: Review "Thoughts in a Zoo" by Countee Cullen. On the next blank page in your journal, paraphrase this poem. Identify and explain the theme. How are people like caged animals? What “cages” us? Why might people who are not really in cages be unhappier than the animals who are? Which animal in the poem would be the best counterpart for you? Why? Fill the page!
  • Reading/Literature: SOAPSTone & Handwriting, Continued....
  • Analyze this cartoon by answering all the questions on the worksheet.
  • Argumentative Paragraph Review (on back).
  • Reading Schedule: Stay on it!
  • Homework: Finish Vocabulary List #2 & Study for Quiz!

Wednesday, September 13: A Day
Thursday, September 14: B Day

  • Vocabulary List #2 Quiz
  • Journal #4: There are approximately 1,025,000 words in the English language. If you are an average native English speaker, you will only ever use about 30,000 of them. But maybe you are not average! How big is your vocabulary? Do you like knowing the meanings of long, fancy words? Do you use them when you speak and write, or are you basically monosyllabic, expressing most of your thoughts with low grunting noises? What do you notice about people and the way they use words? How does it influence the way you approach them? Do you think a large vocabulary is a sign of intelligence? Why or why not? Discuss words! Fill the page!
  • Word Study: Intro to Word Cells
  • Ever had pneumonoultramicroscopicsilicovolcanoconiosis?
  • Do you have sesquipedalian predilections?
  • Podcast on Morphology (Listening + Quiz)
  • Podcast on Etymology (Listening + Quiz)
  • Cells o' the Week: Start your lists!
  • -log- / -ology-
  • -form- / -morph-
  • -chrom-
  • Resources: Prefix/Suffix Lists
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
    • Using your lists of prefixes/suffixes and the Word Cells we've learned so far, create a new word and its dictionary definition. Fill in ALL the blanks!
  • Night: Literary Concepts -- Figurative Language (Simile/Metaphor)
  • Reading Schedule: Finish Night by next time!


Friday, September 15: A Day

  • Poem o' the Day: "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • Identify the claim this poem makes. Contrast the speaker in this poem with Elie Wiesel in Night.
  • Night Objective Test
  • Read "Brother Leon" (story)
  • Review "The Hangman" (narrative poem)
  • Journal #5: "To stand by silently is to participate in the crime."
  • Elie Wiesel once said that anyone who witnesses an act of inhumanity and does nothing to stop it is as responsible as the person committing the act. Those who know and remain silent are guilty of the same offense. Do you agree? Why or why not? Think not only about the book you just finished reading but also some of the other resources we have looked at: "The Hangman" (poem) and "Brother Leon" (story).
  • Night: Literary Concepts -- Who is responsible? (Group discussion)
  • Reading Schedule: New books next time!
  • Complete all remaining Night assignments by then!


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 18-22, 2017

Monday, September 18: B Day

  • Poem o' the Day: "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • Identify the claim this poem makes. Contrast the speaker in this poem with Elie Wiesel in Night.
  • Night Objective Test
  • Read "Brother Leon" (story)
  • Review "The Hangman" (narrative poem)
  • Journal #5: "To stand by silently is to participate in the crime."
  • Elie Wiesel once said that anyone who witnesses an act of inhumanity and does nothing to stop it is as responsible as the person committing the act. Those who know and remain silent are guilty of the same offense. Do you agree? Why or why not? Think not only about the book you just finished reading but also some of the other resources we have looked at: "The Hangman" (poem) and "Brother Leon" (story).
  • Night: Literary Concepts -- Who is responsible? (Group discussion)
  • Reading Schedule: New books next time!
  • Complete all remaining Night assignments by then: Study Questions, Irony, Simile/Metaphor, "Do Not Go Gentle...", Who is Responsible?
  • Homework: Read this in preparation for the Synthesis Essay.
  • Here is the Synthesis Essay Assignment, which we will complete in the lab next time.



Tuesday, September 19: A Day (Writing Lab 202)
Wednesday, September 20: B Day (Writing Lab 202)

  • Turn in Night packet!
  • Writing Lab: Night Synthesis Essay
  • Hint: Treat each (claim) paragraph in your essay like a separate R.A.C.E. response.
  • Don't be a Bubba! (Include strong voice without using first-person pronouns.)
  • Write. Print one copy (two-sided). Submit to Utah Compose. Request peer review.
  • Homework: Log in to Utah Compose and review at least two of your classmates' essays.
  • New Books: Stay on the Reading Schedule!

Thursday, September 21: A Day
Friday, September 22: B Day [Autumnal Equinox]

  • Animal Farm: Let's clarify a few things before you get too far into this, okay?
  • Poem o' the Day: "The Grammar Lesson" by Steve Kowit
  • Pretest 1 & 2
  • Diagnostic/Application: Not just a test to see if you can identify and define.
  • Journal #6: What do you know about the parts of speech? Can you name them all? How'd you do on that pretest? At what point in school do you remember hearing about verbs and nouns for the first time? Why do you think it is important enough that schools keep trying to "teach" them to you? How might it benefit you to know them? Or will it? Is trying to teach grammar a waste of time? Discuss your background with grammar. Fill the page! Turn in journals!
  • Grammar/Conventions: Parts of Speech Review (Don't lose this handout! And don't forget to verb nouns!)
  • Homework: Stay on the Reading Schedule!



Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 25-29, 2017

Monday, September 25: A Day
Tuesday, September 26: B Day [Scorpions]

  • Word Study: Neologolusion -- Put the definition of your new word from last week in the first spot on this handout.
  • Word Cells o' the Week: -gram-/-graph-, -scrib-/script-, -dict-,
    -string- / -strict- / -strain-
  • Using your lists of prefixes/suffixes and two of the Word Cells we learned today, create a new word and its dictionary definition. Fill in ALL the blanks! We now have one more to go on the front side.
  • Poem o' the Day: "Alexander Throckmorton" by Edgar Lee Masters
  • Journal #1: Copy the poem at the top of a blank page.
  • SOAPSTone it.
  • Summarize the poem.
  • Paraphrase the poem.
  • (Do you know the difference?)
  • Now Fill the Page: You know you're an adult when _______________. Consider what it means to be "young" or "old." Do these words represent a physical state of being or an attitude? Have you ever known a very young old person or a very old young person?
  • The RACE Strategy for Writing Constructed Responses
  • RACE Strategy Assignment: Animal Farm
  • Homework: Stay on the Reading Schedule!


Wednesday, September 27: A Day [Sub.] [PT Conferences]
Thursday, September 28: B Day [PT Conferences]

  • Poem o' the Day: "At the Galleria Shopping Mall" by Tony Hoagland
  • SOAPSTone it: Use the RACE Strategy for the sections on Speaker, Purpose, and Tone.
  • Logical Fallacies: "You don't want Jones back, do you?"
  • Paired Assignment: You will present your one-minute skits next week!
  • Using any/all of the resources you have been provided, study/analyze your assigned topic and prepare to present the following:
  • A definition we can easily understand
  • An example of it from Animal Farm (if applicable) or your experience
  • A real-world example (scripted & performed like a skit)
  • A "test" or appropriate response we can use to avoid being fooled by this strategy
  • Vocabulary List #3 (due October 3/4)
  • Homework: Stay on the Reading Schedule!


Friday, September 29: A Day


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 2-6, 2017

Monday, October 2: B Day



Tuesday, October 3: A Day
Wednesday, October 4: B Day


Thursday, October 5: A Day (Writing Lab 202)
Friday, October 6: B Day (Writing Lab 202)

  • SRI Test
  • Animal Farm Objective Test [Moved to Next Time]
  • Essay Revisions:
  • Using the feedback on your Night Synthesis Essay and the Pre-AP rubric, evaluate at least two of your classmates' essays in Utah Compose. Give them a score and explain it in the comment section.
  • Review the comments and suggestions on your own essay.
  • Revise the essay so that it addresses this new question: How do we prevent the rise of a totalitarian government (like the nazis in Night or the pigs in Animal Farm) in America?
  • Cite evidence from a variety of sources we have studied, including the books, stories, poems, videos, and informational texts.
  • Books: Night & Animal Farm
  • Story: "Brother Leon"
  • Poem: "The Hangman"
  • Article on Charlottesville
  • Logical Fallacies & Propaganda
  • Beware "Fake News"
  • (Critical Consuming: 5 Cs)
  • To be clear, you are not to summarize the content of any of these texts or just repeat what they say in your own words. You are to ANSWER THE QUESTION by synthesizing and elaborating on evidence from the texts. The texts become the examples to prove your claims. Your elaboration should reflect your own understanding and experience. Suggestion: Put each supporting claim in a "RACE paragraph" of its own that addresses one aspect of how we maintain democracy. The final paper should clearly connect all these ideas and answer the question completely, as well as address (when appropriate) potential counterclaims. Best work please!


Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 9-13, 2017

Monday, October 9: A Day
Tuesday, October 10: B Day


Wednesday, October 11: A Day
Thursday, October 12: B Day


Friday, October 13: A Day

  • Journal #4: Write a R.A.C.E. response that includes at least two separate, specific examples from the story.
  • Explain two instances of irony in "The Cask of Amontillado." (Identify the type of irony.)
  • Put "A Poison Tree" questions (2, 3, 4, 7, 9, 11, 14 + paragraph response) at the back of the journals.
  • Staple neatly and turn in!
  • Word Cells o' the Week: -rupt-, -fer-, -port, -lat-, -mort-
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
    • Using your lists of prefixes/suffixes and the Word Cells we've learned so far, create a new word and its dictionary definition. Fill in ALL the blanks!
    • Now that we have finished all the First Term Word Cells, finish the rest of the entries on your Neologoluation page.
  • Turn in next time!
  • Poem o' the Day & Close Read/Analysis Assignment: The Raven
  • Read, Listen, and Translate!
  • Ask your questions now!
  • Paraphrase your assigned section.
  • Should be written in the first person -- I, me, myself – as though you are the narrator
  • Should include all the details: setting, description, quotations, what happened, etc.
  • Does not include any rhyme or repetition
  • Present paraphrased passages aloud.
  • Summary Statements for Each Stanza
  • Study Questions



Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 16-20, 2017

Monday, October 16: B Day

  • Journal #4: Write a R.A.C.E. response that includes at least two separate, specific examples from the story.
  • Explain two instances of irony in "The Cask of Amontillado." (Identify the type of irony.)
  • Put "A Poison Tree" questions (2, 3, 4, 7, 9, 11, 14 + paragraph response) at the back of the journals.
  • Staple neatly and turn in!
  • Word Cells o' the Week: -rupt-, -fer-, -port, -lat-, -mort-
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
    • Using your lists of prefixes/suffixes and the Word Cells we've learned so far, create a new word and its dictionary definition. Fill in ALL the blanks!
    • Now that we have finished all the First Term Word Cells, finish the rest of the entries on your Neologoluation page.
  • Turn in finished Neologolusion page for the First Term Word Cells!
  • Poem o' the Day & Close Read/Analysis Assignment: The Raven
  • Read, Listen, and Translate!
  • Ask your questions now!
  • Paraphrase your assigned section.
  • Should be written in the first person -- I, me, myself – as though you are the narrator
  • Should include all the details: setting, description, quotations, what happened, etc.
  • Does not include any rhyme or repetition
  • Present paraphrased passages aloud.
  • Summary Statements for Each Stanza
  • Study Questions


Tuesday, October 17: A Day (Writing Lab 202)
Wednesday, October 18: B Day (Writing Lab 202)


Thursday, October 19: Fall Recess
Friday, October 20: Fall Recess

  • Enjoy!



Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 23-27, 2017

Monday, October 23: A Day
Tuesday, October 24: B Day



Wednesday, October 25: A Day
Thursday, October 26: B Day

  • Turn in extra credit!
  • Term Test
  • Halloween Horror: Critical Thinking/Inquiry/Argumentation Exercise
  • Vocab: Means, Motive, Opprtunity, sometimes M.O., Narrative (for jury)
  • Let this roll around in your brain until next time! (It's not homework!)
  • See you next term!

Friday, October 27: A Day
(Yes, the term ends on an A Day! Can you believe it?!)

  • Journal #1a: First Term Reflection -- Your first term of high school is now behind you. How do you feel about that? How did it go? What were the highlights and lowlights? Were there unexpected things that happened, or did it go about as you thought it would?What did you learn during the last 10 weeks? Do you like 9th grade? Why or why not?
  • Journal #1b Second Term Pre-flection [Get it? PREflection, not REflection: -flect-/-flex- = bend; -re- = back/again; -pre- = before -- "bend before" to look on the coming term.]
  • Since the second term begins today, write a PRE-flection (looking before) of your expectations for the next two months. Based on the lessons you learned last term, what are you going to do differently this term? Remember that the second term includes two long holiday breaks. (The term ends on January 12, 2018! Think of it!) Do you have any big plans for those breaks? What books will you be reading independently this term? Are you planning to do more homework? Less homework? Are you going to have fun? Are you going to make me keep asking all these questions, or can’t you just write for a page about the future on your own? Honestly! Fill the page!
  • Goal Setting: In your journal, on the page after your reflection & preflection, set three goals for the second term, phrased as "I will" statements:
    • Academic: a school goal
    • Social: a goal about your interactions with peers
    • Personal: a goal to improve something in your family or life
  • Grammar Punk: Verbs + Mr. Morton
  • Write sentences that are actually sentences! (Do you know how to tell?)
  • Slay the Jabberwock!
  • Poem o' the Day: "Halloween" by Mac Hammond
  • Halloween Horror: Critical Thinking/Inquiry/Argumentation Exercise
  • Vocab: Means, Motive, Opprtunity, sometimes M.O., Narrative (for jury)
  • Make your case! Turn it in!
  • Have fun trick-or-treating, but watch out for the Butterfingers!
  • English Binder Check: Everything in its place!



Sections of the English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
Q: "Did I miss anything?"
A: Yes.
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