Expository Writing I Course Overview

Expository Writing I
Pacific American School
Course Overview 66 lessons total
UNITS (8/8 SELECTED) SUGGESTED DURATION
Unit 1: Introduction to Literary Elements and Short Stories 8 lessons

Unit 2: Introduction to Expository 6 lessons
Unit 3: Introduction to Research Paper 8 lessons
Unit 4: Argumentative Writing 8 lessons
Unit 5: Compare & Contrast 8 lessons
Unit 6: Narrative Writing #2 8 lessons
Unit 7: Poetry Composition 6 lessons
Unit 8: Project-Based Learning 14 lessons
Last updated: May 26, 2022 Page 1 of 66

Course Overview
Expository Writing I - Last Updated on August 4, 2021
CURRICULUM MAP OVERVIEW
Quarter: 1
Grade Level(s): 9-10
Course: Expository I
Department: ELA
Unit Unit 1: Introduction to Literary Elements & Short Story Project
W1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
Standards to be W1c Use words, phrases, and clauses to link the major sections of the text, create cohesion,
Specifically and clarify the relationships between claim(s) and reasons, between reasons and evidence,
Targeted and between claim(s) and counterclaims.
W1e Provide a concluding statement or section that follows from and supports the argument
presented.
Can student critique short stories and generating alternative endings?

Essential
Content
Can students create their own short story with a plot and using literary devices?
Questions
ESLR's to be Empowered Thinker: Engages in critical and creative thinking: recall, skill/concept, strategic
Specifically thinking, and extended thinking.
Targeted
Suggested Main
Assessment- Students will produce a short story piece to demonstrate their understanding and application of
Skill plot, conflict, character and literary devices
Connections
Opportunities
for
Interdisciplinary/
DT/STEAM
Pacific American School Page 2 of 66

Course Overview
Connections
Resources/Tech/
Holt McDoughal Literature
Texts
Quarter: 1
Department: ELA
Unit Unit 2: Introduction to Expository: Blog Project
W2a -- Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W2b -- Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s
Standards to be knowledge of the topic.
Specifically
Targeted W2c -- Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and Concepts.
W2f -- Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of the
topic).
Can the student demonstrate the writing process?
Essential
Can the student write an essay in MLA format?
Content
Questions
Can the student write an introductory paragraph, support it with a body paragraph and wrap it
up with a concluding paragraph?

Course Overview
Can the student build the foundations of their online portfolio (blog)?
Effective Communicators:
Frequently analyzes, evaluates, and creates in the English language through reading, listening,
speaking, and writing for a wide variety of purposes, thereby demonstrating proficiency in
ESLR's to be multiple modes of expression.
Specifically
Targeted Exhibits technological competencies through the selection, use, and thoughtful application of
21st century digital tools.
Exhibits social and emotional intelligence
Students will create a blog that includes objective of the blog, autobiography and biography of
Suggested Main someone they look up to. MLA format demonstrate a comprehensive grasp of the significant
Assessment- ideas of literary works Intro to writing process -- prewriting, drafting, revising, editing, publishing
Skill Intro Paragraph with hook, context, thesis and main ideas Support Paragraph that supports
Connections intro Conclusion Paragraph that reiterates and leaves a lingering thought
Opportunities
for
Interdisciplinary/ n/a
DT/STEAM
Connections
Resources/Tech/
n/a
Texts
Quarter: 2
Department: ELA

Course Overview
Unit Unit 3: Introduction to Research Paper
Specifically
topic).
Can the student independently demonstrate they can pick a topic for their essay?
Can the student document their process using index cards?
Essential
Can the student use cite their work?
Content
Questions
Can the student take record detailed and reflective research notes?
Can the student practice positive peer review habits?
multiple modes of expression.
ESLR's to be
Specifically
Exhibits technological competencies through the selection, use, and thoughtful application of
Targeted
Exhibits social and emotional intelligence
Students will create first draft essays where they will be assessed on the following criteria --
Suggested Main thesis, supporting body, conclusion, use of transition words and grammar.
Assessment-
Skill Students will work on activity sheets to scaffold their writing process. Journals and classroom
Connections discussions will be used to assess their understanding on topics discussed in class.

Course Overview
Formal essay structure Citations research methodology and a variety of print and electronic
sources support their ideas through accurate and detailed references to the text or to other
works
Opportunities
for
Interdisciplinary/ N/A
DT/STEAM
Connections
Resources/Tech/
N/A
Texts
Quarter: 2
Department: ELA
Unit Unit 4: Argumentative Writing
W1a -- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
Standards to be W1b -- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
Specifically out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
Targeted level and concerns.
W1e -- Provide a concluding statement or section that follows from and supports the argument
presented.

Course Overview
W8 -- Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
Can the students identify the three main parts of a written argument?
Essential Is the student able to outline an argument essay by stating a claim, listing reasons, and
Content providing evidence?
Questions
Can the student write an argumentative essay based on themes from texts
Empowered Thinkers:
Engages in critical and creative thinking through each of the Webb’s DoK Levels: recall, skill/
concept, strategic thinking, and extended thinking. Solves problems and applies learning to
real life situations to make informed decisions. Researches and manages information
effectively.
ESLR's to be
Specifically
Targeted
multiple modes of expression. Exhibits technological competencies through the selection, use,
and thoughtful application of 21st century digital tools. Exhibits social and emotional
intelligence
Journal/Portfolio:
Students will take down notes and keep completed copies of handouts.
Suggested Main
Assessment- Essay: Students will write an argumentative essay with evidence and support. The essay
Skill should also include introduction, body and concluding paragraphs along with a citations page.
Connections appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal
anecdote, case study, or analogy clarify and defend positions refute opposing arguments by
addressing readers’ concerns, counterclaims, biases, and expectations.
Opportunities
for
N/A
Interdisciplinary/
DT/STEAM
Connections

Course Overview
Resources/Tech/
N/A
Texts
Quarter: 3
Department: ELA
Unit Unit 5: Compare & Contrast, Cause & Effect, Process Writing
Specifically
topic).
Can the student compose an essay to compare and contrast two opposing ideas/items?
Essential Can the student craft an essay to explain the causes and effects of an event?
Content
Questions Can the student produce an essay to elaborate a process?
Can the student read a prompt and answer it with the most appropriately?

Course Overview
ESLR's to be
Specifically
Targeted
multiple modes of expression. Exhibits technological competencies through the selection, use,
and thoughtful application of 21st century digital tools. Exhibits social and emotional
intelligence
Students will create first draft essays where they will be assessed on the following criteria --
thesis, supporting body, conclusion, use of transition words and grammar.
Suggested Main
Assessment- Students will understand the differences between descriptive, process, comparison, cause/
Skill effect, problem/solution essays.
Connections
Students will revise and edit their first drafts to create a final draft. Essays will be put into a
portfolio to showcase student’s final drafts.
Opportunities
for
Interdisciplinary/ N/A
DT/STEAM
Connections
Resources/Tech/
N/A
Texts
Quarter: 4
Department: ELA

Course Overview
Unit Unit 6: Project-Based Learning
Specifically
topic).
Can the student collaborate with their peers to produce a final project?
Can the student use their critical thinking skills to solve problems?
Essential
Content
Can the student organize their information to create an online portfolio?
Questions
Can the student demonstrate understanding and mastery of writing skills learned in class?
Empowered Thinker:
Engages in critical and creative thinking: recall, skill/concept, strategic thinking, and extended
thinking.
ESLR's to be
Specifically
Targeted Effective Communicator:
Exhibits technological competencies through the selection, use, and thoughtful application of
By the end of this unit, the student will produce a final newsletter project which will
Suggested Main
demonstrate their understanding and mastery of the different types of writing (informative,
Assessment-
persuasive, cause and effect, compare and contrast and process writing) we’ve learned in
Skill
class this academic school year.
Connections
N/A
Opportunities

Course Overview
for
Interdisciplinary/
DT/STEAM
Connections
Resources/Tech/
N/A
Texts

Unit 1: Introduction to Literary Elements and Short Stories
Expository Writing I - Last Updated on May 26, 2022
STAGE ONE: STANDARDS TO BE SPECIFICALLY TARGET
CCSS.ELA-Literacy.W.9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.9-10.1e
Provide a concluding statement or section that follows from and supports the argument presented.
STAGE ONE: ESSENTIAL QUESTIONS
Can student critique short stories and generating alternative endings?
STAGE ONE: ESLR(S) TO BE SPECIFICALLY TARGETED
Empowered Thinker:
• Engages in critical and creative thinking: recall, skill/concept, strategic thinking, and extended thinking
STAGE ONE: MAIN ASSESSMENTS
Short Story Booklet: Students will produce a short story piece to demonstrate their understanding and
application of plot, conflict, character and literary devices.

STAGE TWO: BACKWARD PLANNING - FROM MAIN ASSESSMENTS TO THE REQUIRED RESOUCES & FORMATIVE
ASSESSMENTS
Date Learning Activities, Required Resources & Smaller Formative Assessments
W1 Google Classroom: CODE

8/
16 Introductions:
M Mr Burke’s Life: Prezi
• Q&A
Syllabus
Read through the final project rubric on google classroom
Introduction to Harkness -
• Students will get an idea of how group discussion works through talking about
our summers
• We will sit in a circle and chat about our summers. We must learn how to ask
questions in the discussion, and absorb what other people are saying?
• Driving Question - Tell me about your summer
Writing Diagnostic - (45mins)

• Topic: If you could relive any experience of the past year, be it good or bad,
what would it be and why would you want to relive it.
• Note - Your response should consist of two paragraphs. The first should
describe the event and the second explains why you would like to revisit it.
Please write in grammatically correct sentences. Feel free to revise your
writing. While your writing must be legible, don't hesitate to rewrite, cross out,
and add to your sentences.
REMINDER - Tell students to get notebooks for Journal by tomorrow and

Language for Thursday (at the latest)
Homework: Think of a short story idea that you would like to write about. Have
it reading for Monday

W1 Journal: What do you want to be when you are older?

8/
19 Read through the Short Story Rubric on Google Classroom
TH
Short story signup on Google Classroom. Give students time to talk ideas
through (Setting)
Lecture: Structuring A Short Story
Brainstorming - Have students take ten minutes to brainstorm ideas for their
short stories. Once they have completed it share it with a pair and gets some
suggestions on your brainstorming. At this point, students should have multiple
ideas for a short story. I now want them to open a Google Doc and write a short
overview paragraph pitching the idea - submit today
Introduction To The Most Dangerous Game:

• Introduce students to PearsonRealize
• Lead them to the short story in the unit on Survival
• Background on author/story
GRAMMAR WORKSHOP
• Every Thursday for 30 minutes, students will work their way through the
Grammar workbook. Mini deadlines will be set along the way. As
students are working on this, the teacher will have grammar conferences
with each student throughout the month.
W2 Journal: How was your weekend?

8/
23 ***Tell students that they will have a quiz on The Most Dangerous Game
M tomorrow in class***

Reading - The Most Dangerous Game
Lecture: Characters
Characterization Activity:
• Rainsford - Students should create a visual character profile for Rainsford
based on the reading thus far. They should annotate their image. Take a
picture and submit it on Google Classroom
• Assigned for Homework if unfinished in class
• Present tomorrow
Short Story Project:

• For the second time, students should have their pitch ready for their Short
Stories - This time I want them to include details of the five elements of
the Setting that we talked about in class last week.
If time remaining, make sure to give students time to work on the Writing
Workshop Chapter 1
W2 Journal: What is the most important lesson you have learned in life?
8/
26
TH Exercise: Theme an idea that recurs in or pervades a work of art or literature
• Students will think of themes and write their words on the board.
• Differentiate Topics and Themes.
◦ Don't be vague
• Using their yellow pads, Practice: “The author’s message to me is…”
• Watch
◦ Dear Alice
• Crumple their papers after writing their theme. Then throw it around the
room.
• After a few times, have students pick up a crumpled paper and find video

evidence. Do it twice
The Most Dangerous Game:

• Reading: L. 95-132
HW: Reading - 132 - 163
Group Presentations on Rainsford visual profile

• Students will be separated into mini-groups
• They must present their character scrapbook in a show n tell format
• Hand in at the end of class
GRAMMAR WORKSHOP
W3
8/ Journal: Tell me about your weekend
30
M Absent from school today due to back injury
• Students took this time to go back over the most dangerous game and took a
big chunk of time to work on the writing workshop

W3 Journal: Tell me about your family

9/
2 The Most Dangerous Game: (Finish The story)
TH • Inform students that there will be a comprehension test tomorrow
• Reading: L. 163-211
Storyboard: (Remainder of Class)

• In groups of 2-3, students will create a storyboard for the completed story.
• This will be done in class as to monitor their progress, but it will still be
graded.
• Lead them to Canva - Here they will create the storyboard
• If not finished after 20mins, they need to finish for homework.
• Friday
Group Discussions on TMDG

• Have students think for a few minutes of one question they had about the
story. Bring it to the group discussions. Groups of five or so
The Most Dangerous Game - Theme Short Essay

• In line with what we have been learning recently. I want the students to write a
theme for the story. They should select the theme and support with evidence
from the text. I am looking for approximately one A4 page. (handwritten) -
once graded stick into the notes
Short Story Project - Checkpoint #2
• For today I want students to finish the outlining of the story. They have the
Setting/Plot/Characterization up until this point. Now I need the students to
outline the perspective/conflict/theme. Once they are done they can start
writing if time allows. Remind students that you want them to have the first
draft by next week.
GRAMMAR WORKSHOP

W4 Journal: How was your weekend?

9/
6 VOCABULARY BUILDER PEER QUIZ: (Spillover from Friday)
M • Students will be asked to make note of five new words each week. On the back
of their notebook, they will write down each word alongside a definition and a
contextualized sentence. Each Friday, students will be quizzed by their peers
on the new words. Each week, students will add to their existing list.
Narrative Writing Exercise:

• Students will rip out a piece of paper from their legal pads
• They will write one opening sentence on it
• They will then pass the papers around the room until each has a completed
short story - probably 10 turns
• Then we will read our stories
• Examine the story for the necessary Plot Elements
Theme Essay: Give students time to work on their theme essay that is due
tonight. Should they need consultation now would be a good time to do so.
Short Story Project - Give students time to work with their partners in drafting
up a short story for their final submission. Tell them that You want the final
submission Google Doc submission by Friday with the physical copy being
presented in class next Monday in Expo
W4
9/ Journal: What do you do to fit in?
9
TH Research for the necklace: Students need to work on writing ten sentences
looking at life in Paris in the 1800s. Focus on class division and the role of
women in particular. Due tomorrow, but try and finish today

Introduction To The Next Short Story: The Necklace & Project -- Note, give
students a reminder of the feedback they received on their writing for the
previous theme essay they constructed
Reading: Continue reading the Necklace as a whole group. Have students

continue to annotate as we go. Introduce students to the Necklace Character
Analysis worksheet that they should have on hand each reading session. This
will allow students to develop their reading skills
GRAMMAR WORKSHOP
STAGE THREE: ONGOING REFLECTION & EVALUATION

Unit 2: Introduction to Expository
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.W.9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience's knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.9-10.2f
Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
Can the student demonstrate the writing process?
Can the student write an essay in MLA format?
Can the student write an introductory paragraph, support it with a body paragraph and wrap it up with a
concluding paragraph?
Can the student build the foundations of their online portfolio (blog)?
• Frequently analyzes, evaluates, and creates in the English language through reading, listening, speaking, and
writing for a wide variety of purposes, thereby demonstrating proficiency in multiple modes of expression.
• Exhibits technological competencies through the selection, use, and thoughtful application of 21st century
digital tools.
• Exhibits social and emotional intelligence

• Students will create a blog that includes objective of the blog, autobiography and biography of someone
they look up to as well as Bi weekly diary entries for the full 3 weeks
• MLA format
• Demonstrate a comprehensive grasp of the significant ideas of literary works
• Intro to writing process -- prewriting, drafting, revising, editing, publishing
• Intro Paragraph with hook, context, thesis and main ideas

• Support Paragraph that supports intro
• Conclusion Paragraph that reiterates and leaves a lingering thought

ASSESSMENTS
W5 Journal: Who is the strongest woman in your life?
M Final Short Story Booklet Presentation

9/ • We will do this as a gallery walk. Each student must speak in their group
13
Reading: Continue Reading The Necklace. Have students look for the key tools
and structure we have been highlighting throughout the whole unit. If time
permits we can wrap up the story today --
The Necklace Analysis Sheet - In order to cement the study of

characterization, students should complete the analysis sheet in reference to
quotes from the story. Take time in class throughout today and tomorrow to do
this. --
Due: Students should submit their first chapter for writing analysis -- I will need
to check this by Thursday and return them to let them work on chapter 2
W5
Journal: Are you ever concerned about your online footprint?
TH
9/ Writing Workshop - Return the notebooks to the kids after grading chapter
16 one. Please remind them to write the page numbers etc as they are writing in
order to make my life easier. Tell them they’ll have a quiz at the end of each
section. Starting NOW
• Chapter 1 Review Quiz - physical handout
Constructing an Essay - Part #1 - Introduction
• Go over the slides here with the students.

• This section will focus on the three kinds of hook I want them to use, the
general rules for writing, and constructing a clear and thoughtful thesis
statement
• Students should take notes in their common notebook as we go. Remind
them that I will take a look at their notebook soon for both classes.
Blog Project Introduction

• Run through the Rubric with the class
• Give them access to editing
• Have them set up their pages and play around with it
HW: Pick two influential people that you would like to write about for your

blog project
GRAMMAR WORKSHOP
students are working on this, the teacher will have grammar
conferences with each student throughout the month.
W6 MOON FESTIVAL
M
9/
20
W6 Journal: What do you say to yourself when you are alone?
TH The Landlady -- check the final annotations once more for those who did not
9/ do it yesterday. Also, have students write their quotes on the whiteboard again
23 and go over the discussion questions from English class.
Constructing an Essay - Part #2 - The Body

• Here I use the PEE structure in order to identify systematically how to
construct an informative or argumentative essay body. Students need to
better understand the balance that is required for a good essay.
Blog Project - check-in in with the students and have them show you the
domain that they created. Once done, they should get my approval for the
people they are going to write about. They can also start working on Diary 1 and
2 for this session.
Homework: Have students draft up the essay on the importance of taking

action based on the slides we have done thus far. We will check back in on this
on Monday. Also, have students write a diary 3/4 - Monday
GRAMMAR WORKSHOP
W7 I was out today due to a bad back - students were tasked with
continuing their blog projects, writing workshop, and essay
M
preparation
9/
27

W7
This class was dedicated for the Unit 1 - English Harknes .
TH
9/
30
W8
Journal: Five years from now, I will be…
M
10/ Constructing an Essay - Part #3 - The Conclusion
4
• Here I quickly post a slide as a reminder for students to construct the three
fundamental requirements of a solid conclusion
Blog Project: Students should now be working on the following:
• Diaries 4 and 5 - I want these to be done and posted on the Blog by Thursday
• Learning Objectives - what skills can be developed in a project like this and
how might this be useful going forward - I also want this done by Thursday
• Essay 1 - The biography - go around and conference with students as to
highlight their hook, thesis, and body components in their essay. Submit that
on a doc assignment today
• Tell students we will spend Thursday constructing the importance of
taking action essay
• Students should also work on designing their blog
Remaining time to be spent on Writing Workshop (check-in on this too if

time allows)
GRAMMAR WORKSHOP
W8
Journal: Write about the worst day you remember
TH
10/ For Today: Students should have the following done for today’s session:
7
• All five diaries done and uploaded to the Blog
• Learning Objectives done and on the Blog
• Essay #1 done
◦ For this class I want students to submit an annotated copy of the essay
highlighting - hook, thesis, topic (P) - E - E
◦ Students are also going to do this for their second essay

Essay #2 - ‘The importance of taking action’
• Based on the slides that we have been working with (posted on GC) -
students are going to generate their own thesis statement relating to the topic
• From here I want to see a generated hook and three pieces of evidence that
will later become body paragraphs.
• As we are workshopping this essay we will inevitably have some overlap of
content but not all essays should be the same. This is still an individual essay
assignment for their blog
• This essay will be ultimately due at the end of the weekend, but I want
students to at least leave the classroom today with a detailed outline of what
they are going to write so the writing process will be clear and easy for them
GRAMMAR WORKSHOP
• Students need to submit this Monday in class, and remind them they
will likely have a quiz
W9
Journal: Class check-in (for this journal - I want students to go on to English
Classroom and do the mental check-in as they did in week 3)
Update the kids on the grading of their blogs and make sure everyone has
turned everything in
• On this I want students to color-code their second essay(most have already

done this) and make sure this is submitted today.
Writing Workshop: Tell the kids that chapter 3 has been posted and will be
due in four weeks. Now that Chapter two is over, students need to take the quiz.
1. Submit Chapter 2 - physical submission

2. Take the quiz for chapter 2 - to be graded later in the week
Reading: Romeo and Juliet - Act I Scene V
• For homework, students should have read Scenes III and IV. Go over the
motif guidebook with them and tell them where they can fill in the details.
From this point we will read through scene V -- remind students that there
will be a quiz tomorrow on this whole act -- also remind students to print out
Act II


Unit 3: Introduction to Research Paper
comprehension.
Can the student independently demonstrate they can pick a topic for their essay?
Can the student document their process using index cards?
Can the student use cite their work?
Can the student take record detailed and reflective research notes?
Can the student practice positive peer review habits?

• Frequently analyzes, evaluates, and creates in the English language through reading, listening,
speaking, and writing for a wide variety of purposes, thereby demonstrating proficiency in multiple
modes of expression.
• Exhibits technological competencies through the selection, use, and thoughtful application of 21st
century digital tools.

Students will create first draft essays where they will be assessed on the following criteria -- thesis, supporting
body, conclusion, the use of transition words and grammar. Students will work on activity sheets to scaffold
their writing process. Journals and classroom discussions will be used to assess their understanding on topics
discussed in class.
Formal essay structure

Citations
research methodology and a variety of print and electronic sources
Final Research Paper: Students must propose a research paper for their final draft. They will write and
present at the end of the four weeks

ASSESSMENTS
W9
Journal: How do you typically spend time with your family?
TH
10/ Introduction to a Research Paper:
14 • Slides - Run through slides 1-5
• Have students take notes
• Then run through steps 1-3 and have students do a sample together
• Read out the samples
Introduction to a Research Paper:

• Slides - Run through slides 9-18
• Have students take notes
Reading: Romeo and Juliet - Act II - Prologue and Scene I - If time allows
• As we go over this make sure that students are filling out the
W10 Due Today: My Research Question
M Journal: What are your thoughts about Romeo and Juliet thus far?
10/
18 Students should come and consult with me with a question in hand -
when we are done they should have a formulated research question that
they need to submit on Classroom
Generating Your Sources - Up until this point, students should have

completed steps 1-3 on this document. Check-in with them all to make sure
they have. Now we will complete steps 4-6. This will ask students to collect
their keywords (which will later go into their final document) -- they will spend
most of this class finding legitimate sources. Once they have a list and have
found them they need to start working on making sources cards building
towards the Annotated Source list that they will complete on Wednesday this
week.
• Direct them to the MLA research slides that talk about sourcing properly and
citations of said sources.
• Give students a quick tour of how to use Google Scholar
• Talk about the legitimacy of sources
Homework -- come to class on Wednesday with a list of legitimate sources

W10 Due Today: Annotated Source List
W Journal: If you had one wish, what would it be?

10/
20 For today, students should have completed Steps 1-5 on ‘Generating your

sources’ -- check in with each student to make sure that they are where
they should be. Pay close attention to the quality of the sources they are
collecting --
• I also need to check in with Vito/Tingting/Frank as I did not have time
to talk to them last time
Annotated Source List: Now that students have collected their sources, I want
them to create a separate document -- they need to list the sources they have
found to use. Identify the quotes from these sources and write a short
paragraph in which they outline what this source says and how it is useful for
their paper
• I would like them to have this completed by the end of the day
GRAMMAR WORKSHOP
Grammar workbook. Mini deadlines will be set along the way. As students
are working on this, the teacher will have grammar conferences with each
student throughout the month.
W Due Today: Method
11
Journal: How was your first exam week?
M
10/ Today, students should have finalized their sources and annotated source
25 lists. Now I want them to write their method --
• Students should write in the first person if necessary. They should reflect on
the steps they took to identify the information that they did.
• The Methods portion should likely be anywhere between 200-300 words.
• Make sure to rationalize -- take about the steps taken and the validity of
such steps
• Keep in mind this is largely experimental and students should just try their
best at this point
GRAMMAR WORKSHOP
W11 Due Today: Findings
W Journal: What are you scared of?

10/
27 As students are working on their findings section - I want to conference
with each once about their performance in quarter 1 -- how can we

improve and what adjustments need to be made
Findings: At this point, students should have completed their method section.
They also should have a collection of sources and quotes ready to go. Now
they need to complete the bulk of their project.
• This section should be between 600-800 words
• Imagine you are hosting a dinner party in which your sources speak to each
other
◦ Present the findings, the analyze this data
• This does not need to be due today in totality - but at the end of the class I
want them to turn in what they have up until this point
GRAMMAR WORKSHOP
• Students really need a reminder to work on this
W12
Due Today: Abstract
M
11/1 Journal: How was your weekend?
Check-in on the ‘Findings’ section == students are likely not finished this
yet. This class should be wrapping it up though. Once they have
completed this section, make sure to begin working on the abstract. They
should then have a look over everything for the final edit.
Abstract:
• Teach students how to write an Abstract and what an Abstract is
• Slides
GRAMMAR WORKSHOP
• Students really need a reminder to work on this

W12
Due Today: Final Paper
TH
11/4 Journal: Educational Quotes Prompt

Final Construction of Research Paper:
• Students need to submit their final paper today. They should have the
Method, Findings, and possibly Abstract done today. Now they need to
assemble more keywords and list out their sources for the works cited.
• Once they are done they should submit before 12:30
GRAMMAR WORKSHOP
• Test on this section next Monday
End of unit, students will be asked to submit their final research paper by
the end of the coming weekend.

Unit 4: Argumentative Writing
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations
of both in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.1e
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• Can the students identify the three main parts of a written argument?
• Is the student able to outline an argument essay by stating a claim, listing reasons, and providing evidence?
• Can the student write an argumentative speech for a Debate

Empowered Thinkers:
• Engages in critical and creative thinking through each of the Webb’s DoK Levels: recall, skill/concept,
strategic thinking, and extended thinking.
• Solves problems and applies learning to real life situations to make informed decisions.
• Researches and manages information effectively.
digital tools.

Essay leading to Debate: Students will write an argumentative essay with evidence and support. The essay
should also include an introduction, body and concluding paragraphs along with a citations page.
appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study,
or analogy
clarify and defend positions
refute opposing arguments by addressing readers’ concerns, counterclaims, biases, and expectations.
Debate: Students will take part in mini-debates in which they present their essay/speech

ASSESSMENTS
W13 Journal: Recall the biggest argument you have ever been in?
11/8 ***Students should submit their Writing Workshop for chapter 3***
M
Writing Workshop - Chapter 3 Quiz
• Now that students have submitted their Chapter 3 workshop, give them the
test in handout form
• Turnin once completed
Arguments on Romeo and Juliet -
• Students will read two arguments on the play. They will refer to the slides and
complete a breakdown of both arguments in a worksheet.
• Students will work in pairs. They will be given physical copies of the texts. They
need to understand how to construct an argument. They need to be able to
identify issues with argumentation and possible lack of evidence. Students
should annotate the texts before beginning the worksheet --
• This will be due on Wednesday night before Thursday Expo class

W 13 Introduction to Unit Project Rubric
11/ Slides: Argumentative Writing Slides

11 • Go through and takes notes
TH
Sign up for topic:
1. Should education be free for everyone
2. Are people becoming technological zombies?
3. Is the death penalty effective?
4. Are school uniforms beneficial?
5. Is childhood behavior better or worse than years previous?
6. Are there benefits to attending a single-sex school?
7. Are schools and teachers responsible for low test scores?
8. Should the alcohol drinking age be increased or decreased?
Romeo & Juliet Project Time - As the show is upcoming make sure the kids
are on track
GRAMMAR WORKSHOP

W 14 For this week students were sent home and we had classes online. This
was due to chicken pox. Class format had to be readjusted
11/
15 Journal: I really wish others knew this about me…
M
Argumentative Exercise: Students need to find two opposing articles on any
given topic. Once they have found their sources, they need to summarize
each argument. This should be presented in two paragraphs. The final third
paragraph should be the students assessment of the formation of their
arguments. Did they use evidence? They did offer bias? This is going to be due
on Thursday. There we will send our articles to a classmates for comments
Argumentative Essay Time: They should use the remaining time to work on
their essays that will be due in a week from now. They have their topics and
they should submit a progress check today. By Thursday’s class I want to see
a list of sources and an outline for their essay.
Remind students to work on their Grammar Workshop as it will be due

in a few weeks
W 14
Journal: What do you love about life?
11/
18 Argumentative Exercise Part 2 -- Here the students should have their
TH articles that they prepared. They will send their paragraphs to their
classmates for review. They should comment on each other's third paragraph.
Argumentative Essay Time: They should use the remaining time to work on
their essays that will be due in a week from now. They have their topics and
they should submit a progress check today. By Thursday’s class I want to see
a list of sources and an outline for their essay.
GRAMMAR WORKSHOP
W 15
Still online for this week
11/
22 Journal: How did you spend your weekend?
M

We are going to start this class by color coding our drafts of our
argumentative speeches (essays) -- this is the second time students have
done this, so they should be in a groove. Remind them of the color
requirements
Once they have done this I want them to share with one of their
classmates and get some feedback on it -- this should allow them to
make some changes. I will also be available for conferencing as they are
doing this.
This should wrap the class up for the students -- tell them that the final
essay is due at the end of class Thursday
W 15
GRAMMAR WORKSHOP
11/
25 Journal: Is single-sex education still useful?
TH
W 16
This week we are conducting our Debates -- students will follow the
11/ order as outlined in our signup sheet. As the students are conducting the
29 debates, the others can take this time to work on their writing workshop
M which will be due next Monday
W 16
12/2 order as outlined in our signup sheet. As the students are conducting the
TH debates, the others can take this time to work on their writing workshop
which will be due next Monday
W 17
12/6 order as outlined in our signup sheet. As the students are conducting the
M debates, the others can take this time to work on their writing workshop
which will be due next Monday

Unit 5: Compare & Contrast
comprehension.
Can the student compose an essay to compare and contrast two opposing ideas/items?
digital tools.
Compare and Contrast Essay: Students will each compose an essay comparing and contrasting a chosen
topic. This will be a thousand word minimum.
Compare and Contrast Presentation: Students will use visuals to aid their essay and give a presentation no
longer than five minutes to the class.

ASSESSMENTS
W
17 Journal: How are you similar or different to your siblings (friends)?
12/
9 Final Debates: Jenny and Mina need to wrap up the previous units debate --
TH should take about 15 minutes
Lecture:
• Give students the Compare and Contrast Lecture
• Slides
Compare & Contrast writing exercise

• Select two songs - write a compare and contrast review of each
• Consider form/style/lyrical content etc.
• Try to refer to the literary devices that we have covered in the past
• Present your analysis in small groups (three-four) then submit on Google
Classroom
• Due Monday
W Journal: How was your weekend
18
12/ Compare and Contrast Breakdown: Students should have submitted their
13 comparison of songs. Get into small groups. Students will share their work and
M have small group discussions
Writing Practice #1 - In order to gauge the true grammatical level of the

students they are going to complete three blind writing assignments. The third
will be their final exam. The content will be rooted in content covered in their
class.
• Compare and contrast - Romeo and Juliet as characters
• Students have ten minutes to collect sources and write them down on scratch
paper
• Follow the PEE structure. (I want an introduction and body)
• 1 page expectation
A Letter to the 7th Man -

• You are to embody K’s parents - write a short letter to the seventh man that may
help him deal with his trauma
W Journal: How does PAS differ from local schools?
18 Writing Practice #2 - Students should now complete another one-page paper.
12/ This time the topic is blind. Students should compare and contrast the theme of
16 two of the stories we talked about in English class this year
TH • Hand-written
• One-page expectation
• PEE structure

Reviewing Writing Practice #1 - return the first writing practice to students. I

want them to do some peer review. Read two classmates' papers and give as
detailed feedback as possible. Consider structure and grammar as best you can.
This will take us into the break
Remind students that next time we see each other we will have an exam --
two page paper following similar structure
W
19
W
20
W
21 From English ----
1/3 Prepared Article Presentations -
M • Students are going to research an article that deals with the issues of refugees
or immigration.
• Students will be put into groups of four or five. They will each present the article
they researched and its connection to our reading. Once completed they’ll select
the more salient one from their group to be presented to the larger class
Students can use this period as a prep period for their other exams. They
should also be asking questions for their exam coming on Thursday later
this week. I also want them to go over their grades for the quarter in order
to do some metacognition
W
21 Quarter Exam - Students will have to hand-write a two page compare and
1/5 contrast paper on a blind topic. They will be presented with the title in the exam.
W The question will be rooted in English class. (60minutes)
W
22 Journal: Do you enjoy being alone?
1/
10 Remind Students of the Writing Workshop which is coming up. Give them
M time in class to work on it today and Thursday. I also want to give them
time to work on their Annotated Guidebooks for English Class
I want to check in with the worksheet for Fire and Ice. Have students share
their identified themes and workshop some of the better ones. Have them
make connections to themes across the unit if possible
English Class Work: Introduce the Story (Wild) by showing this movie traile
r and offering some background to this woman's story - Show students the map
of the PCT posted on Google Classroom.
• Author’s Profile - Students will complete the author’s profile worksheet on

Google Classroom. This should be due today. Will serve as an English assignment

Unit 6: Narrative Writing #2
comprehension.
Can students critique short stories and generating alternative endings?
What is narrative? How does authorial intent affect plot?
What is theme?

Final Narrative Short Story - Students will create another short story booklet. This time it will be an
individual project. They will be solely responsible to build on the skills the developed in the first unit of the
year.

ASSESSMENTS
W
23 Journal: What was the best movie you saw recently?
1/
17 Adjective Activity:
M
• First, have students tell me about their morning. Pick a couple of students to
do so. Once they have given a brief description, highlight the necessity for
adjectives in descriptive writing and reporting.
• Put students in groups - give them a general proper noun. They must
brainstorm a list of adjectives for that noun. They will later stand up and read
them. We must guess their assigned noun together. Next students will be
given a specific person. Same process and guessing.
• Next, we will do some sentence structures on the whiteboard. I will write a
basic sentence and students will add adjectives in order to make them more
descriptive.
◦ The dog went home
◦ The teacher shouted at his students
◦ After this model, students will create their own sentences and follow the
process.
Short story workshop: Now that students have seen the apparent benefit of
adjectives in their writing they will start to prepare stories. First, we will give each
pair two nouns. They must create a short story based on these two nouns. They
will do this in pairs. Their story must be ready by the end of class.
Homework: Prepare a personal narrative story to tell everyone in class on

Monday. You will orally deliver this story. You can prepare talking points but do
not rely on it too much. This personal narrative should be an event in your life
that was impactful. Pay attention to the following
• Describe the characters in the play in detail. Consider the adjectives on the
whiteboard
• Include emotive reflection - do not simply narrate
• Try to include the main elements of a plot that we outlined at the beginning of
the year
W
23 Journal: What occupies your minds these days?
1/
20 Read through the rest of the group writing workshop entries
TH
Prepare a personal narrative story to tell everyone in class. You will orally
deliver this story. You can prepare talking points but do not rely on it too much.

This personal narrative should be an event in your life that was impactful. Pay
attention to the following
• Describe the characters in the play in detail. Consider the adjectives on the
whiteboard
• Include emotive reflection - do not simply narrate
• Try to include the main elements of a plot that we outlined at the beginning of
the year
• This should build on the performance of the morning report last week
Plot Diagram - students will complete a plot diagram for their own short story.
This must be approved by me before moving on to a deeper outline later (To be
done in their notes)
Character Profile #1 - Students must complete a character profile for their

protagonist.
• Physical details - including sketch

• Family - childhood background
• Characteristics- personality traits. Three mains defining traits and a small
annotation
• Relationship with other characters
• Projected character developed through the plot
W Journal: Who is your favorite character from a book or movie?
24
1/ The Antagonist:
24 • Discuss what does it mean to be an antagonist -
M ◦ Have students come up to the whiteboard and brainstorm words or
characteristics that they associate with ‘the bad guy’ -- Once complete
have a group discussion
• Now that we have established characters - take a look at famous antagonists
over time. Get into pairs and create a quick presentation on notable
antagonists. Students will need about twenty minutes to put this together.
They will present in split groups once completed. Walk around and make sure
they are on tasks. Once the presentations are completed, identify trends
Character Profile #2: Students will complete the character profile for their
antagonist
• Physical details - including sketch

• Family - childhood background
• Characteristics- personality traits. Three mains defining traits and a small
annotation
• Relationship with other characters
• Projected character developed through the plot

Plot Diagram Check In - Now that students have outlined their Antagonist
ask them to revisit their plot diagram should it require changes.
W Journal: Take a look at these landscape paintings - Respond to one

24
1/ Review the slides from Unit 1 - Setting
27
TH Slides Connections - Students will look at one of the stories we have done so far
this year and they will explore the Setting in two ways -
• The Necklace -
• The Most Dangerous Game
• There will come soft rains
• Romeo & Juliet
• The Seventh Man
• Wild
• The Return
• 1. Students will create a slide set that mimics the one reviewed earlier. They
will replace the general description with that of a detailed analysis of their
selected story
• 2. Students will complete one of the following small projects
◦ Create a brochure for the setting of your assigned story -
◦ Rewrite the account of the story from a character’s perspective. Consider
how this affects the setting
◦ Create an alternative setting to one of our stories - this can be done
through Google Slides
W
25 Chinese New Year
Final Short Story Due After CNY
W Writing Workshop - Chapter 5 Quiz
26 • Students will take the review quiz as we have been online for the past week
2/
7 Journal: How was your LNY?
M
Review these slides on various forms of conflict that appear in literature.

Focus on both internal and external conflict.
• Have students come up to the whiteboard and sign two examples of conflict
they know from our course, or even general media. Class discussion
afterwards about the nuance in difference.
Worksheet - Have students complete this worksheet asking them to identify

various kinds of conflict through examples. This should be done individually and
submitted for grading.

Share ideas - Have students show their Plot Diagram, Protagonist and
Antagonist outlines to one classmate. Each peer should offer feedback as well as
specifically one idea for conflict development in their story. They should sit on
that for a few minutes and then come up with their definitive conflict. Once
completed, they should be able to tell me the type of main conflict in their story.
Conflict Submission - Students should formally commit to a conflict in their

story but write a short paragraph outline of the conflict and its development
through the plot. To be submitted by the end of class.
W
26 Journal: What are your thoughts on the Radleys from Maycomb?
2/
10 Theme:
TH Teaching Theme: Go over with the students how we might identify a theme. -
(the author believes that…) -
• Have students come up to the whiteboard - write the name of a movie or
book. Next to it write the theme that they can identify from it. Have a class
discussion from this and the students should be able to identify a trend.
Short Story Theme - Students will be given time to work on their theme. Submit
once they have settled on one. At this point ask students to revisit their plot
diagram that was submitted. They should make adjustments by copying from the
original. This will document the progress made. Submit this on Google
Classroom in Plot Diagram #2 Submission box.
Go over the answers on community that students posted in Google

Classroom yesterday
Reading: Read Chapter 2 -- Annotate along the way.

◦ Talk about the assumed social prejudice in this chapter
◦ Have students draw out an image of Ms Caroline based on the
descriptors.
◦ Talk about Stereotypes. The Finches vs the Cunninghams. How does
stereotype
◦ Post this quote and have students respond to it on GC - "We all know
we are unique individuals, but we tend to see others as representatives of
groups. It’s a natural tendency, since we must see the world in patterns in
order to make sense of it; we wouldn’t be able to deal with the daily
onslaught of people and objects if we couldn’t predict a lot about them
and feel that we know who or what they are."
◦ Post this video to support the discussion - here
W Journal: Are you ever frustrated by stereotype?
27 For this week students will take half of the class to work on their Short

Stories. They will present them next Monday. They have these two weeks to
2/ do so.
14
M Remind students of the Writing Workshop for Chapter 6-
• Read: Introduction - P. 122. this will give you a nice overview as to the purpose of this section
before you move forward
• Read: Analyzing the Model - Read through this section on P.122-123 Write: answer the following
questions once competed
• Write: Practice 1 - Work alone for this section. define the keyword and answer the
corresponding question. P.123
• Write: Familiarize yourself with the term 'idiom' - complete Practice 2 - write the terms out in
your notebook. P.124
• Read: Organization - P.124-125
• Write: Practice 3 - Write out the topic sentence- do not just write the letter code in your
notebook. P. 125
• Write: Practice 4 - Write out the sentence in full for better context - P.126
• Write: Practice 5 - Read through the offering and write out the correct answer in your notes, in
full. P.126
• Write: Practice 6 - After reading through the paragraph write out the best conclusive sentence in
your notes. P.127
• Write: Try It Out - Write out four topic sentences in your notes in accordance with the
suggestions listed. P.128
• Read: Sentence Structure - quite an important topic for you all as this is one of our weaknesses
P.128
• Read: analyzing the Model - Read through the comprehension on P.128-129 then Write: answer
the questions listed below.
• Read: Appositives - 129-130 -- make sure you are taking the necessary notes to follow along
• Write: Practice 7 - Use the codes to write out the correct answer for each question - P.131
• Read: Adjective Clauses - P.131-132
• Write: Practice 8 - use the codes, but you will also need to rewrite some of these sentences in its
entirety P.132
• Read: Complex Sentences with Adjective Clauses - P.133-134
• Write: Practice 9 - Rewrite all six sentences in your notes correctly. P.134-135
• Read: Object Pronouns - 135-136
• Write: Practice 10 - Rewrite the sentences as instructed in your notes. For section B place close
attention to spelling and grammar. P.136-137
• Read: Relative Adverbs - P.137-138
• Write: Practice 11 - Using the When or Where, write out the sentences in full in your notes. P.138
• Read: through the chart presented on P.139 - it will be a nice reference guide for you based on
what you covered thus far
• Write: Practice 12 - Find six errors in the presented text. Write them out in your notes P.140
• Write: Practice 13 - Write out the definitions in your notes for the selected words. That is all.

P.140-141
• no need to do Practice 14
• Read: Clustering - read through this section as it will be quite useful for you. P.143
Over the weekend, students were asked to read chapters 4 and 5 of

Mockingbird.
• Go Over Chapters 4 & 5 -
• Chapter 4: Scouts school year mimics her first day. Scout finds two pieces of
gum inside a tree outside the Radley house. Scout finds more things
throughout the course of the year. The kids play a game called Boo Radley in
the summer. Atticus lectures them for this. Scout wants to quit and Jem says
she's acting like a girl. -- This chapter we can see Scout struggling to conform.
• Quotes to discuss - as I inched sluggishly along the treadmill of the Maycomb
County school system, I could not help receiving the impression that I was
being cheated out of something. Out of what I knew not, yet I did not believe
that twelve years of unrelieved boredom was exactly what the state had in
mind for me. (chapter 4)
• I was not so sure, but Jem told me I was being a girl, that girls always imagined
things, that’s why other people hated them so, and if I started behaving like
one I could just go off and find some to play with. (end of Chapter 4)
• “but sometimes the Bible in the hand of one man is worse than a whiskey
bottle in the hand of—oh, of your father.” (chapter 5)
◦ Think about the difficulties of Scout being the narrator and what
limitations that may bring - relate to her lack of understanding of Jem.
◦ How does Jem use stereotypes about gender to influence Scout? How
does Scout feel about her gender? How do you know?
• Chapter 5: Scout feels excluded as Jem and Dill become closer. She moves
closer to Maudie Atkinson. Much like Atticus she is patient, kind, and open-
minded. Miss Maudie also tells Scout more about the Radley family. For the
first time Scout begins to think of Boo Radley not as a monster but as a sad
and lonely person - the kids go after Boo again, but Atticus lectures them again.
Scout has an identity crisis in this chapter.
• In-class Reading - Chapter 6:
◦ Why is it so important to Jem to risk his safety to retrieve his pants from the
Radleys’ fence in the middle of the night?
◦ Scout states in this chapter, “It was then, I suppose, that Jem and I first
began to part company.” What prompts her to draw this conclusion?What
does she mean? As you continue to read the novel, look for evidence that
Scout and Jem are growing apart.
Remind students that they will have a quiz tomorrow in English Class
W Journal: Free Verse
27
Read over the responses to the question on Jem from homework. Have
2/ students share their thoughts and give each other feedback
17

TH Breakdown Chapter 8 - Talk to the students about the house burning down and
Maudie's reaction to that. Talk about Boo’s actions and the struggle Scout has
overcoming her impression of him despite the various kind acts. How does
prejudice reflect this habit?
Reading: Chapter 9
• What is Aunt Alexandra’s vision for what is “lady-like”? How does Scout
respond to that vision? What does Atticus think about Scout’s conformity to
gender roles?
• “Maycomb’s usual disease.” What does he mean?
• How would you describe the relationship between Atticus and Aunt
Alexandra? How does Scout make sense of the differences between Atticus
and Alexandra?
• “This time we aren’t fighting the Yankees, we’re fighting our friends. But
remember this, no matter how bitter things get, they’re still our friends and
this is still our home.”
Time remaining can be spent on their annotated guidebooks or their short

stories.
W Journal: Have you ever been a part of a group that treated someone
28 disrespectfully
or unfairly?
2/
21
Breakdown of Chapter 11: - Students were assigned chapter 11 to read over
M
the weekend. Breakdown this chapter in preparation for their quiz tomorrow -
• Discuss the characterization of Ms Dubose - how does she compare to other
characters in the book?
◦ Talk about how Harper Lee uses a turnabout swing in dealing with Ms
Dubose and the revelation
• “You should be in a dress and camisole, young lady! You’ll grow up waiting
tables if somebody doesn't change your ways - a Finch waiting on tables at the
OK Cafe - hah!” - Discuss this quote with the class
• Connect Jems actions to our previous discussion of fighting with the Yankees
vs the friends
• “Before I can live with other folks I’ve got to live with myself. The one thing
that doesn't abide by majority rule is a person’s conscience.” Talk about this
quote and Atticus lessons. Talk about the limitations of the narrator
• “I wanted you to see what real courage is, instead of getting the idea that
courage is a man with a gun in his hand. It's when you know you’re licked
before you being but you being anyway and you see it through no matter
what.” - Discuss this quote in relation to the wider theme

Reading: Chapter 12 - - Students will read through chapter 12. They will have a
quiz tomorrow on Chapters 7-12. Annotated book due tonight - Part 1
• What are the differences between the white church that Scout and Jem usually
attend and the black church where Calpurnia takes them?
• What does Scout learn when she accompanies Calpurnia to church? Why
might this be a pivotal moment for Scout?
• What do we learn about Tom Robinson in this chapter? What can the reader
piece together about Tom Robinson and his family that Scout does not
understand?
W Short Story Presentations: Students will present the individual iteration of the
29 short story project. They will be graded using the same rubric as prior. They will
hopefully show significant signs of improvement in their writing in comparison to
2/
unit 1.
28
M
Mockingbird: Chapter 17 -
• Over the weekend, students had to read chapter 16. They will have a quiz
tomorrow on this section (week 3).
Journal: Is it possible to create an equal society?
Review Chapter 16:
• Students should have read this chapter for homework

• Jem and Scout often disobey Atticus, do you think his parenting style is
effective?
• In Atticus’ words about Mr. Cunningham - do you think Atticus is too soft? Or
does he demonstrate tolerance?
• Talk about Dolphus Raymond - is he too an outsider? Why?
• At the courthouse, we see Maycomb in its totality. Remember that Maycomb
is a symbol for the wider-world. There appears a great variety of prejudice on
display at the courthouse (the colored balcony)
• Note that we are approaching the climax of the story in this section
• In standing in the courthouse and defending Tom, Atticus is openly opposing
his peoples customs. Jem and Scout sit in the colored balcony innocently, but
it symbolizes so much more.
• Once Atticus opens these conversations so publicly, Maycomb will never be
the same
• Remember Jim Crow courtrooms were often a ‘civil’ alternative to lynching.
Atticus demanding the truth is similar to him sitting outside the courthouse
Reading Chapter 17:
• What are your emotive reactions to Bob Ewell - think back to his son in school

earlier. How can hatred spread?

• Who do you think holds greater weight in Maycomb, the Ewells or the black
community? Actions over genes?
• Does Bob Ewell use code-switching in court?
• Consider Scout's apprehension when Jem declares ‘We’ve got 'em’ -- is this
naivety in not understanding what Atticus did or is it seeing the true bigger
picture? Have their roles reversed here?

Unit 7: Poetry Composition
comprehension.
Can the student produce an essay to elaborate a process?
Can the student read a prompt and answer it with the most appropriately?
Process Essay : Students will compose a Directional Process essay

ASSESSMENTS
W 29 Journal: If you could make one change to your average school day what
would it be?
TH
3/3
Poetry:
• Give students a brief overview of what we will be doing over the next two
weeks
• I want two poems from them that follow the traditional format
◦ ABABCC
◦ Four to six line stanzas
◦ The first poem will be due next Thursday and the second will be due the
following week.
◦ They will have time to work on both in class
◦ The first poem will be a two-voice poem and related to mockingbird.
◦ The second will be free-stlye and individual
• Have students sign up for the Two-Voice poem
◦ Give them a few minutes to talk to each other and consider the
connection to mockingbird
Reading: Chapter 19
•
Homework: Read Chapter 20 - come to class with a key event, character

moment, and quote worth talking about. Also I want students to create an
annotated drawing of Tom Robinson based on the chapter we just read in
class
W 30 Journal: Draw a picture of ‘Injustice’
M
3/7 Over the weekend, students had to read chapter 23 - take some time to
break this chapter down. Get some of their thoughts on the chapters and
its key moments
• In chapter 23, Atticus brushes off Bob's threats and is willing to take the
burden of blame. Is Atticus too soft in this situation? Could he have
prevented later problems if he took this threat more seriously?
• Think about Scout’s understanding of the Cunningham family shifting in
this chapter. Her own prejudice is melting away as is Maycombs? Is this a
consequence of that formative experience in the summer?
• How might the Cunninghams represent a changing society?
• Why does Jem conclude that Boo Radley stays inside because he wants to?
What does he imagine Boo is trying to avoid?
• What character development is evident in both Jem and Scout in this

section? How have they matured?

• In chapter 24, we see Scout struggles to fit into her ‘gender role’ - She
wears her overalls under her dress as a form of rebellion - what might this
symbolize?
• Once again, Alexandra shows some humanity in this chapter = she is very
concerned for her brother
• What might the women of the missionary circle represent?
• How does Scout compare and contrast the “ladies’ world” and the “world
of my father”? In which world is she more comfortable, and why?
Remind students to work on their Two Voices Poems. This will be due on
Thursday with us writing the didactic panels together in class on
Thursday
W 30 Journal: How do you behave when confronted with people you do not like
Th Writing Workshop - Chapter 6 Quiz -- Students will be given hard copies to

3/10 take this quiz. Based on the submission of the most recent workshop quiz
Two Voices Poem -- Have students read out their poem submissions. They
will do this in pairs. They will not need to explain their poem.
• The next step will be to complete the didactic panel. Students will sit in
their groups and have 10-15 minutes to create their didactic panel. They
need to answer this driving question - - What inspired your poem? What is
the deeper meaning behind your poem? How do these voices differ from
one another? How did this poem give you insight into your chosen
characters?
Mockingbird - Chapter 27 - Students were asked to read Chapter 27 for

homework. They were asked to highlight three moments of rising action
relating to Bob Ewell. Break this down and talk about the key moments in this
chapter
W 31 Journal: How are you feeling about Exam Week?
Writing Workshop - Chapter 6 Quiz -- Students will be given hard copies to
M
take this quiz. Based on the submission of the most recent workshop quiz
3/14
TKAM Diorama: Students will present their work. We will each take stations
in the classroom. We will talk about what went into the project and we will
explain why we think this moment or chapter is worth talking about upon
larger reflection.
Annotated Guidebook: Tonight students will be submitting their Annotated
Guidebooks for the previous two weeks. We will take some guided time to
work on this. Students will need to show adjustments based on the
suggestions and comments previously made.

English Spillover Work: Students have two assignments they need to work
on. Design a memorial to Tom Robsinson. They also need to five find mood
descriptors from Chapter 28 of which we read last week.
Reading: Chapter 29 --
• How does Atticus view human nature? Does he think people are
fundamentally good or fundamentally bad? What evidence from the book,
especially Chapters 28 and 29, supports your interpretation of Atticus’s
view of human nature? Does Heck Tate agree or disagree? Whose view is
closest to yours?
• Draw a picture of Boo based on Scout's description - annotate in notes
Remind kids that we will not have a weekly quiz separating weeks 5 and
6. We will quiz these two sections together when we finish the book this
week. So they should expect that Thursday or Friday.
Students also need to work on their My Voice Poem that will be due on
Wednesday. We will do the didactic panel in class Wednesday.
W 31 Journal: What shapes your identity?
Reading: Mockingbird Chapter 31 (Finishing the book)
W(Th)
3/16 • Think about the childlike innocence of Boo in this section. It is quite telling
• This scene is the final culmination of Scouts character development
throughout the book. She shows great maturity when walking Boo home
• As Scout reaches Boo's house she sees Mayomb from his window. She
realizes that he had been watching them all along and seen them grow up.
She understands that we need to walk in others shoes to really
understand them - empathy. This point serves as the final reminder that
empathy is what may kill prejudice
• Think: How has Scout changed over the course of the novel (Discuss)
• Think: How do the resolutions of the stories of Tom Robinson and Boo
Radley complicate the relationship between the law and justice?
My Voice Poem: Students will read out their poems they worked on so far
this week. This should be a personal reflection poem based on the characters
of Mockingbird.
• Once they are finished reading through their poems they should work on
their didactic panel for this poem. This is the second time they have done
it. I really want them to focus on the internal struggle of their chosen
character and read beyond the text
If students are finished they can work on their annotated guidebook for
the final week of the book. Tell students to be prepared for a quiz on the
last week too.

W 32 NO CLASS - ERB TESTING
M
3/21
W 32 ERB SAMPLE QUESTIONS - Students took the ERBs this week. I want them
to get into small groups and workshop some of the answers. Talk about how
TH they eliminate the wrong answers or what techniques they use to get the
3/24 correct one.
Call Me by My True Names - Thich Nhat Hanh

• Give students a hard copy of this handout - here
• As we are looking at poetry composition in this unit, I want to read through
this with the kids. This poem relates closely to both From Vietnam 1979
and To Kill A Mockingbird. The question is, can students make this
connection?
• Read through the poem together. Ask students for their thoughts. I want
students to annotate as we read through it.
• Put students into pairs. They will answer four questions relating to this
poem included in the handout. They need to look at the context and the
deeper meaning. See how they can connect the poem to the content we
have covered so far this year.
• Once students have had a go at that, read the passage from the poet in
which we can hear his explanation. This will connect the content to From
Vietnam 1979.

Unit 8: Project-Based Learning
CCSS.ELA-Literacy.W.9-10.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Can the student collaborate with their peers to produce a final project?
Can the student use their critical thinking skills to solve problems?
Can the student organize their information to create an online portfolio?
Can the student demonstrate understanding and mastery of writing skills learned in class?
Empowered Thinker:
• Engages in critical and creative thinking: recall, skill/concept, strategic thinking, and extended thinking.
Effective Communicator:
Exhibits technological competencies through the selection, use, and thoughtful application of 21st century
digital tools

By the end of this unit, the student will produce a final newsletter project which will demonstrate their
understanding and mastery of the different types of writing (informative, persuasive, cause and effect,
compare and contrast and process writing) we’ve learned in class this academic school year.

ASSESSMENTS
W Journal: How will you spend your spring break?

33
Tool Box Introduction:
M
3/ • Show students this projected image of tools
28 • Ask each will be asked what we can do with these - what can we make
• The more variety the better
• Explain that the 7 habits are tools much like these
Intro: Who Am I?
• Project the image on the slide -
• See can students figure it out
Reading: Introduction from Sean Covey
Reading: Get in the Habit

• Read through the diagram of the tree to be pasted in their notebooks
• Have students write down the explanations of the 7 habits in their notebooks
W
33 Spring Break
TH
3/
31
W
34 Spring Break
M
4/
4
W
34 Journal: How do you center your life? (wait to share their answers with each
other shortly)
TH
4/ Newsletter Signup: Go over the Rubric with the students. Post the design rubric
7 on Classroom too. Each group needs to come and sign up with me personally.
Once we are done I want them to go and decide their roles and tell me that too.
Bring some samples to class to give students an idea of what to expect.
Paradigms & Principles - Students were asked to read this section over break.
We will take some time to deconstruct it. We will get into groups. They will take
some scrap paper. They will together complete the following list

1. Define both Paradigm and Principles

2. Share one Paradigm of Self
3. Share one Paradigm of Others
4. Share your Journal on Paradigms of life -
5. What principles do you hope to place at the center of your life?
Reading: The Personal Bank Account:
• Read through this section together. We may struggle to finish this today, but if
so students need to work on it at home.
• Homework: PBA Baby Steps 5 & 6 - Complete on a doc and submit on GC
Tell Students to meet in the cafeteria for tomorrow's class

W This class was online due to a COVID scare
35
Journal: What can you control in your life?
M
4/ Reading: Read through as much of Habit 1 as we can today -
11 • It pays to be proactive -
• Circle of Control - have students draw this out in their notes
• Turning Setbacks into Triumphs. - After reading this section I want students to
complete a short worksheet. They will watch this video on Amy Purdy who is
an example of such a lesson - (Video)
◦ Worksheet here - Students will answer three questions asking them to
connect Setbacks and Triumphs to the video, a character we covered, and
themselves.
• Once done with the worksheet read through Rising Above
Abuse and Becoming A Change Agent
Tell the kids we will likely have our Habit 1 Quiz on Wednesday
W Spillover from Yesterday -
35 Habit 1 Quiz -
• What is Habit 1?
TH ◦ Be Proactive
4/ • The author mentions proactive language examples. List two
14 ◦ I'll do it
◦ I can do better than that
◦ Let's look at all our options
◦ I choose to
◦ Theres gotta be a way
◦ I’m not going to let your bad mood rub off on me
• What is the ‘Victimitis Virus’?
◦ People believe that everyone has it in for them and that the world owes
them something
• List two of three things we put in our Circle of Control

◦ Ourselves/Attitudes/Action/Repsonse
• What is ‘Just Push Pause’
◦ You take a step back, gain control, and think about how you want to
respond to something
• List two of the four human tools to help you decide what to do?
◦ Self-awareness/conscience/imagination/willpower
Journal: How are you going to enact Habit 1 in your life?
Activity - As students read have them close their eyes are truly imagine
themselves in one year
◦ What do you look like?
◦ How do you feel inside?
◦ What characteristics do you possess?
◦ What have you done in the past year to make this happen?
Reading: 73-84
• Complete The Great Discovery.
• Give out a hard copy of this worksheet. Students can complete it in class. If
they run out of time they should take it home. Due on my desk tomorrow at
8am
W Journal: Think of a goal you’ve accomplished in your life. How did you come up
36 with that goal and how did you reach that goal?
M Reading: Habit 2 - Aim at finishing up reading this habit today. If not, students
4/ will be assigned the reading for tonight.
18 • As we will have a quiz tomorrow on this habit. Let's do a little summary
whiteboard review. Students will come up to the whiteboard. They will pick
out the most important points from this section. They should fill in boxes with
key points and terms. They must also give a personal connection or takeaway
for each box filled out.
Essay #1: Students need to take this time to outline their plan for Essay #1. They
can conference with me in order to get a clearer picture. They will have two
weeks to work on this essay
W Journal: How is your time management?
36
Samples: Show students some samples of the Newsletter project. Let them look
TH through them at their leisure to get an idea of what they are expected to do
4/
21 Reading: Habit 3 -
• Lecture 3: Comfort & Courage Zone (Rocket analogy)
• Reading - p. 106 - 112
• Talk about the time quadrants. Have students copy them down in their notes
and make annotations as to which quadrant they feel they belong

Essay #1: I want students to begin outlining their first essay. Consult with them
as they work on this.
W Journal: How was your weekend?
37
Reading: Habit 3 - spillover from last week
M •• Lecture 3: Comfort & Courage Zone (Rocket analogy)
4/ • Reading - p. 106 - 112
25 • Talk about the time quadrants. Have students copy them down in their notes
and make annotations as to which quadrant they feel they belong
• Finish up reading Habit 3 in preparation for the test tomorrow
Essay #1: I want students to begin outlining their first essay. Consult with them
as they work on this.
W Journal: Are you a good team player?

37
Intro to Habit 4 - Tic Tac Toe
TH • Split the class into two groups
4/ • Two sets of groups will come up to the whiteboard and play Tic Tac Toe - the
28 goal of the game is to get 4 in a row. The winners will have no homework and a
prize (drinks from uber eats?) -
• After the activity explain the Win-Win concepts - show that there are enough
drinks for everyone exactly (buffet reference)
• This activity is in reference to this article
• “If not now, then maybe later.”
Reflection - on activity and Win-Win attitudes
Reading - 145-154
• Have students make a clear note of
◦ Win - Lose
◦ Lose - Win
◦ Lose - Lose
◦ Win - Win
Essay #1: Tonight students have to submit Essay 1. They should take this time to
work on wrapping it up. They can check-in with me if need be to get my
thoughts.
W Journal: How are you going to make this week of online learning work?
38
The Tumor Twins: Students were asked to read this section on the Tumor
M Twins over the weekend. I want students to go to Google Classroom. They will

5/ write a quick-write paragraph answer the following questions

2 1. What are the Tumor Twins?
2. What is your personal connection to these two habits?
3. Connect the Tumor Twins to two characters we have covered in text so far this
year
Reading: Finish up reading Habit 4 - Think Win Win. Typically we would have our
quiz on this section now. But we are online, so this will either have to wait until we go
back and chunk it with the other sections, or I will need to give this quiz in another
form.
Baby Steps: 1, 7, 8 -- students need to answer these on a Google Doc and submit
their answers before the end of class.
For the remainder of the class students can start working on their Essay 2 or
their 7 Habits project. Essay 2 will be due mid week next week
W Journal: Free Verse
38
Reading: Here I want to finish up reading Habit 5 -- We will look through the
TH remaining section on Genuine Listening.
5/ • Students were asked to complete a listening reflection yesterday. I want to put
5 students into small breakout rooms (as we are online) in order to share their
responses. Give students ten minutes or so to complete this sharing session
• Continue to read this section on relationships with their parents. Task: I want
students to write a short message to their parents. Its up to them should they
want to ultimately share this with their parents. Some may not want to. This
message should focus on their communication and how they want to maintain
or improve this relationship
• Complete this Habit. Remind the students that we might have the quiz on
Monday and should return to campus. This quiz will be both for Habit 4 and 5,
so make sure to review these two sections over the weekend.
Essay Work: For the remainder of the class students should outline their essay
for the second submission. They can also take this time to get into a breakout
room with their team for the newsletter. They need to talk about the plans going
forward as they only really have a week or so remaining.
W Habit 4 & 5 Quiz: As students were not here over the past week we are going to
39 do this test in a combined format. Give students a hard copy to work from to save
them scrambling to write everything down
M • Find hard copy here
5/
9 Synergize Mingle: Have students get together in order to fill out the ‘Mingle’
worksheet. They need to talk to each other. They need to get to know one
another. All of this will introduce the concept of being more embracing of others
and celebrating their differences
Reading: Read as much of the introductory section to Habit 6 as possible.

W Reading: Finish reading up Habit 6 - students need to read one or two pages.
39 This shouldn’t take too long
• Baby Steps: 5,6,7 - Give students some time to complete these in class.
TH Otherwise we will need to do this tonight for homework. Make sure they are
5/ copying the table into a Doc as well
12
QUIZ: Habit 6 Quiz:
1. What is habit 6?
a. Synergy
2. Sean Covey lists 8 examples of what Synergy is and is not. List two of
each
a. Celebrating Differences/Teamwork/Open-mindedness/Finding new and
better ways
b. Tolerating Differences/Working independently/ Thinking you are always
right/compromise
3. What are the three profiles outlined in celebrating differences
a. Shunner/Tolerator/Celebrator
4. Explain one of the above mentioned
5. What are the three roadblocks to celebrating differences
a. Ignorance/Cliques/Prejudice
6. What is an action plan?
a. When two parties brainstorm a ‘higher way’
Synergy Introduction: Give students the rest of the period off to chill and
renew themselves. Ask students what they do to relax?
• Complete reading ‘Caring for your Body’
◦ Have students complete a Google Classroom question reflecting on this
section and personalizing the content
Remainder time can be used to work on one of the two upcoming projects
W
40 PUBLIC VICTORY HARKNESS
• Discuss various ways you can make deposits and withdrawals from your RBA. Relate
M this to your own life
5/ • Discuss the spectrum from Win-Lose to Win-Win. Explore examples of each
16 perspective.
• Discuss the differences of 5 poor listening styles and genuine listening. Why is it more
difficult to listen genuinely? Share some personal stories relating to this
• Share some personal experiences of when you experienced 1+1=3.
• Reflect upon self-improvement & self-care. Reference the Body, Mind, Heart, and
Soul.
• Consider the differences, or similarities, between the Private Victory and Public
Victory (PBA/RBA)
• Consider the activities and arching meaning behind Habits 5 - 7
• Bring your own question

W PRESENTATIONS OF NEWSLETTER PROJECTS

40
W
5/
18

Expository Writing I Course Overview

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Expository Writing I

Pacific American School

Course Overview 66 lessons total

UNITS (8/8 SELECTED) SUGGESTED DURATION

Unit 1: Introduction to Literary Elements and Short Stories 8 lessons

Last updated: May 26, 2022 Page 1 of 66

CURRICULUM MAP OVERVIEW

Unit Unit 1: Introduction to Literary Elements & Short Story Project

Can student critique short stories and generating alternative endings?

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Unit Unit 2: Introduction to Expository: Blog Project

Can the student demonstrate the writing process?

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Exhibits social and emotional intelligence

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Unit Unit 3: Introduction to Research Paper

Can the student document their process using index cards?

Can the student practice positive peer review habits?

Exhibits social and emotional intelligence

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Unit Unit 4: Argumentative Writing

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Unit Unit 6: Project-Based Learning

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STAGE ONE: STANDARDS TO BE SPECIFICALLY TARGET

STAGE ONE: ESSENTIAL QUESTIONS

Can student critique short stories and generating alternative endings?

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W1 Google Classroom: CODE

Read through the final project rubric on google classroom

Writing Diagnostic - (45mins)

REMINDER - Tell students to get notebooks for Journal by tomorrow and

Date Learning Activities, Required Resources & Smaller Formative Assessments

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W1 Journal: What do you want to be when you are older?

Lecture: Structuring A Short Story

Introduction To The Most Dangerous Game:

Date Learning Activities, Required Resources & Smaller Formative Assessments

W2 Journal: How was your weekend?

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Reading - The Most Dangerous Game

Short Story Project:

Date Learning Activities, Required Resources & Smaller Formative Assessments

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The Most Dangerous Game:

Group Presentations on Rainsford visual profile

Date Learning Activities, Required Resources & Smaller Formative Assessments

Date Learning Activities, Required Resources & Smaller Formative Assessments

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W3 Journal: Tell me about your family

Storyboard: (Remainder of Class)

Group Discussions on TMDG

The Most Dangerous Game - Theme Short Essay

Short Story Project - Checkpoint #2

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Date Learning Activities, Required Resources & Smaller Formative Assessments

W4 Journal: How was your weekend?

Narrative Writing Exercise:

Date Learning Activities, Required Resources & Smaller Formative Assessments