2015 Semester TWO assignments

  • Complete review/preview assignment.
  • Read and take notes over the historical context section at the beginning of Unit 3 (pgs. 516 - 523)
  • OPEN NOTE quiz over historical context section tomorrow.

  • Read the article at the link below and then complete the handout provided.


  • Grammar review packet.
  • Revise constructed response

1/14 & 1/15
  • ACT English review #1
  • Complete passages 1 & 2

  • Complete ACT English practice test
  • Complete ACT English scoring/reflection activity.

  • Read Walt Whitman bio and poems on pages 530-539
  • Complete Text Analysis/Reading Skill handout

1/21 & 1/22
  • ACT Reading Practice Test
  • Discuss/Read Emily Dickinson bio./poetry on pages 546-554
  • Complete text analysis handout.
  • Discuss American Legion Essay assignment (attached at link below).

11/21 & 11/22
  • Lab time to write American Legion Essay

  • PARCC Test Trial Q&A
  • Discussion/Review of Whitman and Dickinson
  • Open book quiz over Whitman/Dickinson
  • Complete "I Hear America Singing" Poetry activity if time allows.

  • Finish quiz (if you didn't last time).
  • Print and turn in American Legion essay.
  • complete Author's Style handout


2/4 & 2/5

  • Historical context quiz
  • Edgar Lee Masters discussion
  • Begin Reading Spoon River Anthology.

  • Read the following article to find out why, exactly, Masters wasn't always fond of his small town roots:
  • Read "Hamlet Micure" epitaph from Spoon River Anthology and then read the following article:
  • Read the following epitaphs: "Hare Drummer," Emily Sparks," "Margaret Fuller Slack," and "Percy Bysshe Shelley".
    • Pick up handout from Mrs. Coulter. You may work with a partner to complete it.

  • Discussion of handout/Anthology through George Gray.
    • Read pg. 656-657 and discuss elements of regionalism and theme in Spoon River Anthology.
  • Using the epitaphs that start at "Hon. Henry Bennett" and end with "Elliot Hawkins" complete the scavenger hunt activity.

  • Discuss and turn in Spoon River Scavenger Hunt handout.
  • Review the following Irony Tutorial and take notes (if needed).
  • Visit a quotations website and view a collection of quotes from Mark Twain. Answer the two questions on the back of the irony handout.
  • Read the rest of the epitaphs in Spoon River Anthology (or most of the rest, anyway). Choose ONE character from "Elliot Hawkins" to the end of the anthology and be prepared to discuss the significance of that character (why YOU think their epitaph is interesting/important) when you come to class next time.

2/18 & 2/19
  • In small groups, read and discuss significant character choice from Spoon River Anthology.
  • Twain/Irony discussion/videos
  • Preview vocabulary and irony in The Autobiography of Mark Twain
  • Read The Autobiography of Mark Twain and Life on the Mississippi.
  • Complete handouts in packet.

  • Discuss ACT Timed Writing
  • Complete practice timed writing.
  • At the link that follows, you will find the prompt you wrote about today and sample essays that go with it. The essays are scored on a scale of 1-6 (which is how ACT scores them). Read through the sample essays and the scoring explanations that follow them. Give your own essay an HONEST score of 1-6 based on your comparison/findings.

  • Notes pg. 735 - Naturalism
  • Read Jack London Bio and his short story "The Law of Life" pg. 768
  • Take notes over Social Themes in Literature pg. 780

  • Discuss notes/story from last time.
  • Read Chopin bio and "The Story of an Hour" pg 782
  • Complete Unit 4 Assessment Study guide and prepare for Unit 4 Assessment next time.

  • Unit 4 Assessment
  • ACT Writing practice

  • American Dream Discussion
  • Is The American Dream Still Alive?
  • Read assigned article at the website below. Complete the handout provided.
  • Read About How To Create a Mind Map
  • Your section of the mind map should meet the following criteria:
    • It should inform viewers of the time period they read about and how the American Dream was interpreted during that period.
    • It should be visually interesting and the visuals should support the content (if the content is depressing and/or tragic, the visuals should match.
    • It should make connections between the contemporary conceptions of the American dream and historic ones.

3/9 & 3/10
  • Present and discuss American Dream Decade assignment.

3/11 & 3/12
  • Both of the articles at the links below were written by Christopher Koch, State Superintendent of Education. As you read each article, pay special attention to the following:
  • Watch the short video at the link below:
  • After reading the articles and watching the video, write a constructed response that answers ALL PARTS of this prompt:
    • Analyze the tone of each article and illustrate how the intended audience of each affects that tone. Then, consider how the contrasting tone in the two documents have affected the public's reaction to PARCC. (The public's reaction is illustrated in the video, but also remember that YOU are part of the public so your experience should be taken into account, too).

  • Turn in The Great Gatsby essay
  • Read "Winter Dreams" by F. Scott Fitzgerald (pg. 978 in textbook) and complete handout for tomorrow.

4/8 - 4/9
  • Quiz over "Winter Dreams"
  • Read/Discuss Steinbeck/Dustbowl and watch videos.
  • Read and discuss Grapes of Wrath excerpt in textbook.
  • Read/analyze Life Magazine photo essay in textbook and complete handout.

  • Steinbeck Show, Don't Tell activity.
  • View pictures at the following website. Choose ONE and write an excerpt that SHOWS (not just tells) the reader the about the details in the picture. Be prepared to share your writing aloud in class next time.


Complete the following activities:
  • Read about Langston Hughes on page 878 of your Literature book.
  • View the powerpoint at this link.
  • Read the collection of Hughes poems on pgs. 880-884 in your literature book.
  • Complete the Text Analysis handout.
  • Read the bio. of Robert Frost on pg. 936 of your Literature book.
  • View the powerpoint at this link.
  • Read the collection of Frost poems on pgs. 938 -941
  • Complete the text analysis handout.

Be prepared to discuss both Hughes and Frost when you come to class tomorrow.

  • Visit the following link and view the "Granny Weatherall" notes slideshow. You don't have to DO anything but view it and read it to gain a better understanding of both author and story.



Unit 5 Assessment Study Guide:

2014/15 Semester One Assignments

  • Textbook discussion.
  • Complete Academic Vocabulary Handout

8/20 & 8/21
  • Preview Unit 1 Goals and identify unfamiliar vocabulary (pg. 18).
  • Read Historical Context Section and take notes (pg. 23-30)
    • OPEN NOTE QUIZ over Goals/Historical context FRIDAY. Notes will be turned in for a grade.
  • Discuss Unit 1 "Big Questions"/Creative Myth powerpoint.
  • Read "The World on a Turtle's Back" (pg. 38)
  • Complete Reading Check/Text Analysis handouts

  • Discussion of "The World on a Turtle's Back"
  • Read:
    • Bio. of Mourning Dove (pg. 46)
    • Text Analysis section (pg. 47)
    • "The Coyote and the Buffalo" (pg. 48-52)

  • Complete the Primary Vs. Secondary Sources Tutorial (see link in navigation bar to the left) and the handout that goes with it.
  • Read bio of M. Scott Momaday (pg. 54) and Text analysis sections (pg. 55)
  • Read the excerpt from The Way to Rainy Mountain (pg. 56) and complete Vocabulary Study and Reading Check handouts

  • Discussion of Memoir/Turn in handout
  • Complete vocabulary in Context activity

8/27 - 8/28
  • Native American Stereotypes in Media Activity
  • Homework:
    • Stereotypes in media assignment
    • Read "La Relacion" pg. 72 - 78
    • Complete handout packet

  • Read "The General History of Virginia" (pg. 94)
  • Complete Selection Test A
  • Quiz over Early American Literature FRIDAY (see study guide for terms to know).

9/3 & 9/4
  • PLATO Benchmark Testing

  • Early American Literature Test

  • Notes over Poetry terms/Puritan Introduction.
  • Read bio of Anne Bradstreet/Edward Taylor (pg. 114)
  • Read poems pgs. 116 - 120
  • Complete handouts in small groups.

9/10 & 9/11
  • Notes on "Sinners in the Hands of an Angry God" excerpt/Persuasive Techniques
  • Listen to "Sinners in the Hands of an Angry God." (pg. 124)
  • Persuasive Imagery assignment
  • Watch Puritan/witchcraft background info video.


  • Notes/discussion/review of Historical and Social Context in The Crucible.
  • Begin reading Act I of The Crucible.

  • Read The Crucible Act I

9/17 - 9/18
  • Work in partners to review exposition portions of Act I
  • Complete exposition of characters handout.
  • Read Act II on your own and complete study guide
  • Quiz over Acts I & II on Friday

  • Quiz over Acts I and II
  • Watch Acts I - III of The Crucible

  • Now that we have read/viewed all of The Crucible, use the following link to determine what it fact and what is fiction. Remember, Arthur Miller was an author, NOT a historian. While he did base his characters on real people who lived during the time of the Salem Witch Trials, he took many creative liberties in the creation of The Crucible.

  • Small group pre-writing activity
  • Thesis statement practice
  • Write your own thesis statement based on the following prompt:
    • Think about the social and political conditions of the time during which Arthur Miller was writing The Crucible. In what ways has looking through this historical lens colored your understanding of the play? As you analyze the play and the events of Miller’s life, support your thesis with information from the articles you read, videos we watched in class, and details from the play.
  • Be prepared to share/discuss your thesis statement with Mrs. Coulter next time.


    • Fragment/Run-on Review
    • Continue peer-edit activities.
    • Completely revised final draft due tomorrow.

10/8 - 10/9
  • Finish editing/revising
  • Turn in the following:
    • Peer editing rough draft with checklist
    • Final revised draft.
    • Research materials
  • Read chapters 1-3 of The Scarlet Letter and complete 5 discussion questions on handout.

  • Discussion of chapters 1-3 of The Scarlet Letter.
  • Read chapters 4 and 5 for Monday.

  • Discuss chapters 4 and 5 of The Scarlet Letter
  • Begin Revolutionary art analysis -- Present tomorrow

  • Continue working on group presentation.
  • Read chapters 6 & 7 of The Scarlet Letter for tomorrow

10/22 & 10/23
  • Discuss chapters 11 and 12 of The Scarlet Letter
  • Read chapters 13 - 15 for Friday.
  • Discuss rhetorical devices (text analysis handout) and listen to Patrick Henry Speech.
  • Write a paragraph from the point of view of ONE character in The Scarlet Letter, and using the rhetorical devices from the text analysis handout, persuade another character from the story to do something. For example, have Hester persuade Governor Bellingham not to take Pearl away. Be prepared to share your paragraphs next time.
  • Take notes over information at the following links.
  • Open note quiz over notes AND chapters 1 - 15 of The Scarlet Letter on Friday.

  • Discuss Declaration/Study guide terms
  • Gather notes that can be used on test
  • Complete Practice Assessment

10/29 &10/30
  • Unit 1 Assessment

  • Work in groups on symbols analysis
  • Finish reading The Scarlet Letter by the beginning of class on Friday.

  • Last chance to make up Unit 1 Assessment/Take Historical Context Quiz
  • Discussion of Satire/Read "The Devil and Tom Walker" (pg. 318-332)
  • Finish reading The Scarlet Letter by Friday.

  • Discussion of the conclusion of The Scarlet Letter
  • Work on Symbolism final project

11/12 & 11/13
  • Present The Scarlet Letter symbolism projects.
  • Finish taking Elements of Poetry notes.

  • Open note poetry quiz
  • Use the following link to find a poem from an AMERICAN romantic poet. You may choose any poem you'd like as long as it was written by recognized poet from the Romantic period. You will need to print a copy of the poem and annotate it (make notes on the poem itself that identifies poetic devices, poet's stylistic choices, overall meaning, parts of the poem you like, definitions of words you don't know, etc).
    • Who is the speaker in the poem?
    • What is the theme or central message?
    • Is this poem a good illustration of the ideals of the Romantic period? Explain.

  • Short, constructed response video/discussion/practice
  • Write short, constructed response about chosen poem.

11/19 & 11/20
  • Discuss mood/paraphrase.
  • Read first "The First Snowfall" and "Snowbound"

  • Paraphrase/Storyboard activity for "Snowbound."

  • Read pg. 348 - 352
  • Complete Reading Skill: Making inferences handout
  • Do questions 1-5 and 8 on pg. 353 in textbook.

  • Discuss Emerson and Thoreau
  • Read excerpts from Walden for tomorrow.

12/3 & 12/4
  • Read and annotate the excerpt from Henry David Thoreau's Walden. (Remember: Annotating means marking the text and making notes when you find parts you like, parts that confuse you, parts that relate to theme, parts that include figurative language, etc...)
  • Then, read Mrs. Coulter's essay at the link below:
  • Complete the text analysis handout for Friday.

  • Complete Greek and Latin Word Roots Review (linked on sidebar)
  • Read Poe bio. pg. 410
  • Read "The Raven" pg. 436 and complete text analysis/reading skill handout.
  • Homework: Read "The Fall of the House of Usher" pg. 412 and do questions 1, 2, 3, 5 & 6 on pg. 432.
  • Be prepared to discuss the poem and story tomorrow.

12/10 & 12/11

  • Unit 2 Assessment
  • After reviewing your writing portfolio, revise/edit your 2 short, constructed responses and submit them to your folder. Both pieces of writing you've done this semester (The Crucible essay AND the short, constructed responses to the Poe/King literature) need to be resubmitted to Mrs. Coulter by the end of the day tomorrow. You do NOT have to make revisions to The Crucible essay...Simply review it to make sure you're not making any of the same mistakes on the Poe/King writing assignment.

2014 Quarter 3 Assignments

  • Discussion of 2nd semester
  • MLA Style outline review
  • Read Historical Context section (pgs. 643-651) in textbook
    • Take notes over section in MLA Style outline format (see link in English 11 website navigation bar).
    • You will be able to use the notes on a quiz next time, then notes will be turned in for a grade.
  • Complete brainstorming handout. Be prepared to discuss possible research paper topics with Mrs. Coulter next time.

  • Open Note Quiz over Unit 4 historical context section.
    • Turn in your correctly formatted MLA style outline attached to your quiz.

  • Research/database review with Mrs. Green
  • Time in lab to look for source material.

  • Discuss research paper requirements
  • Review MLA works cited and outline formatting
  • Work on gathering sources (minimum of 5 credible sources, 3 different types of sources must be represented).
  • Create MLA style works cited page that lists sources and begin working on MLA style outline.

  • Finish and turn in MLA style works cited (if you didn't already turn it in).
  • Review format/example of MLA style outline and begin outlining the information that will be included in your research paper.

  • Review elements of a thesis statement and have your thesis checked by Mrs. Coulter.
  • Complete MLA style outline -- outline should be a framework for your ENTIRE research paper.
  • Turn in outline by the end of the hour.
  • Extra Credit: American Legion Essay (Due Monday)

  • Turn in research paper outline
  • Notes/discussion of Mark Twain
  • Read excerpt from "The Autobiography of Mark Twain" and complete packet.

*Extra Credit Legion Essay DUE MONDAY.

  • Turn in Mark Twain packet
  • Turn in Legion essay extra credit
  • Benchmark Testing

  • Introduction techniques discussion
  • Write introductions (due by the end of the hour/at the beginning of class next time).

  • Citing Sources in MLA format discussion
  • Begin Writing research paper and, for a grade, show Mrs. Coulter at least one correct citation within the body of your paper.


  • Bring a COMPLETED hard copy of the rough draft of your research paper (must have intro, body, conclusion) to class with you. You will recieve a grade for having it finished AND for participating in an editing activity.

  • Turn in the following:
    • Final draft of research paper
    • Final draft of works cited
    • Edited rough draft
    • Peer Editing checklist
  • Read "Life on the Mississippi" by Mark Twain
  • Complete Selection Test A & Reading Check handouts

  • Review Naturalism and discuss "Law of Life"
  • Discuss social context
  • Read "Story of an Hour" and "Joyas Voladoras" in textbook.
  • Complete short, constructed responses.

  • Turn in packet and short, constructed responses.
  • Review for Unit 4 Assessment

  • Unit 4 Assessment
  • Do The Great Gatsby pre-reading assignment.

  • Do ACT Reading and English practice tests (see link on English 11 Website)
  • Complete and turn in ACT Skills Help handout

  • Discuss and begin The Great Gatsby
  • Read chapters 1 & 2 of novel.

  • Large group discussion
  • Read chapters 3 & 4 of Gatsby.

  • Gatsby Chapter 7 group questions
  • Finish reading The Great Gatsby by Wednesday and complete chapter questions.

  • Work day to finish Gatsby and study questions

  • View The Great Gatsby

  • Discuss Spoon River Anthology Pre-Reading assignment
  • Complete Matching worksheets over section one of the book.

  • Read pgs. 402 - 407 in Literature book
  • Read "Margaret Fuller Slack" in Spoon River Anthology.
  • Write a paragraph that compares and contrasts the real Margaret Fuller with Masters's fictional character, Margaret Fuller Slack.
  • Use pages 87 - 148 to complete the Spoon River Scavenger Hunt handout.


  • Farcebook Workday

  • Turn in Farcebook rubric and original character poems.
  • Read Historical Context pgs. 865-873
  • Read Langston Hughes bio/poems pg. 878-884
  • Complete Hughes Handout
  • Homework: Read Zora Neale Hurston Bio pg. 898 & "How it Feels to Be Colored Me." pg. 900-904 and complete handout.

  • Discuss Hughes and Hurston; turn in packet.
  • Work on etymology assignment and be prepared to present tomorrow.

  • Read/Discuss Frost
  • Review of Unit 5 Assessment terms
  • Etymology review
  • Work on Etymology presentation.

  • Unit 5 Assessment
  • Complete Etymology presentation for Monday after break.

  • Etymology presentations

  • ACT Reading test practice exam.

  • Discuss Imagery in literature vs. imagery in photographs.
  • View and discuss the Great Depression in Color website (linked below).
  • Complete paragraph description of chosen photo.

  • ACT Bubble Sheet completion