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English I (Introduction to Literature)
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last edited
by Tom Schwab 2 months, 1 week ago
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Welcome to English 1 Class
at Passaic Valley High School
Please check back here often for news and announcements along with assessment and homework dates
*GRADES WILL BE POSTED TO THE STUDENT PORTAL ONE WEEK FROM WHEN THE ASSIGNMENT IS DUE
*For class notes and reference documents, please visit Google Classroom (using appropriate class code, which can be found in syllabus attached below)
Syllabus
Class Rules and Procedures
Welcome to June!
We Made It!!
- Vocab. Unit 10 Quiz – June 1st (Mon)
- A Raisin in the Sun – Complete film viewing – June 4th (Thurs)
- A Raisin in the Sun – Final Analysis – June 5th (Fri)
- A Raisin in the Sun – Final Quiz (Practice) – June 5th (Fri)
- A Raisin in the Sun – Final Test Review – June 9th (Tues.)
- A Raisin in the Sun – Final Test – June 10th (Wed)
- Final Exam Review – June 11th (Thurs)
- Special Message / Folders handed back / collect books / Summer Reading Prep. – June 11th (Thurs)
- Last full day of school – June 11th (Thurs)
- Final Exams and ½ Days Begin – June 12th-June 17th (Fri-Wed)
- Exam Make-ups (Only) – June 18th and June 19th (Thurs/Fri)
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*It’s been a pleasure teaching you this past school year and I only wish you
the best during your academic career here at Passaic Valley and beyond!
Have a great Summer!!
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Also Remember:
- Text books have already been collected on your behalf for the year
- Make sure any outstanding novels you have including A Raisin in the Sun are handed in
by June 11th (Thursday)
- At the beginning of each class, please make sure your phones are placed in their
correct phone holders (they are off limits during class instruction)
- Have your chrome books out and charged at the beginning of each class
- *Remember* Our daily lessons can be found in Google Classroom under the section
heading: Qtr 4 - Daily Class Lessons/Assignments
- Please keep up with communication via email with your teachers
- Please make sure you complete your assignments on Google Classroom and remember to
“MARK AS DONE” or “TURN IN” for every lesson.
- Please always have your ID with you.
- Please remember to hold bathroom requests until the end of the period
- Please take advantage of study guides and reference notes in Google Classroom
- Be aware of Summer Reading lists available on the Passaic Valley High School due when
you return to school in the Fall.
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The Archive
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ENGLISH 1: INTRODUCTION TO LITERATURE (COURSE: 101 ACC. / SECTION: 5)
QTR 4 - UPCOMING HOMEWORK & ASSIGNMENTS:
WEEK OF April 13th, 2026
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April 13th
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April 14th
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April 15th
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April 16th
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April 17th
|
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MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
Rotating Class: 5
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Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
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Rotating Class: 5
|
|
TITLE:
DAY 3 LESSON: The Chocolate War – Film (Part 1)
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TITLE:
DAY 4 LESSON: The Chocolate War – Film (Part 2)
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TITLE:
DAY 1 LESSON: The Chocolate War – Film (Part 3)
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TITLE:
DAY 2 LESSON: Lead Class does not meet –
|
TITLE:
DAY 3 LESSON: The Chocolate War – Film (Part 4)
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|
OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 1).
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OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 2).
|
OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 3).
|
OBJECTIVE:
Lead Class Does Not Meet
|
OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 4).
|
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
ACTIVITIES AND PROCEDURES:
Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
- N/A
|
GRADED HOMEWORK:
N/A
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WEEK OF April 20th, 2026
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April 20th
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April 21st
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April 22nd
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April 23rd
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April 24th
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
Rotating Class: 5
|
Rotating Class: 5
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Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
|
TITLE:
DAY 4 LESSON: The Chocolate War – Film (Part 3)
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TITLE:
DAY 1 LESSON: The Chocolate War – Film (Part 4)
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TITLE:
DAY 2 LESSON: Lead Class does not meet –
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TITLE:
DAY 3 LESSON: The Chocolate War – Film (Part 5)
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TITLE:
DAY 4 LESSON: Harlem Renaissance/Langston Hughes
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|
OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 3).
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OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 4).
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OBJECTIVE:
Lead Class Does Not Meet
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OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 5).
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OBJECTIVE:
Students will be able to appreciate the Harlem Renaissance and its influence on African-American Poetry along with the life and work of Langston Hughes by reading his biography in preparation for our study of A Raisin in the Sun.
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|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
|
ACTIVITIES AND PROCEDURES:
Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- Students will be given a chance to view the film version of The Chocolate War.
- Students will receive “drama/play” terminology in preparation for our drama unit.
- Chocolate War novels will be collected.
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ACTIVITIES AND PROCEDURES:
- SAT Vocab. Unit 8 (ex. 1) review of words and homework
- Students will receive the biography of Langston Hughes and we will read together.
- Students will receive a copy of Hughes most famous poem, “Harlem.” And we will read aloud.
- We will then watch two background videos on Langston Hughes and Lorraine Hansberry in preparation for the reading of A Raisin in the Sun.
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|
GRADED ASSIGNMENTS (IN CLASS):
N/A
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GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
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|
GRADED HOMEWORK:
N/A
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GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
- N/A
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
- Vocab. unit 8 (ex. 1)
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WEEK OF April 27th, 2026
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April 27th
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April 28th
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April 29th
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April 30th
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May 1st
|
|
MONDAY
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TUESDAY
|
WEDNESDAY
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THURSDAY
|
FRIDAY
|
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
|
TITLE:
DAY 1 LESSON: The Chocolate War – Film (Part 6)
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TITLE:
DAY 2 LESSON: Lead Class does not meet –
|
TITLE:
DAY 3 LESSON: Harlem Renaissance/Langston Hughes
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TITLE:
DAY 4 LESSON: American Dream Concept
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TITLE:
DAY 1 LESSON: “Harlem” Poetry Explication Review
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|
OBJECTIVE:
Students will be able to note the subtle differences between Cormier’s version of The Chocolate War and the film adaptation by viewing and discussing it in class (Part 6).
|
OBJECTIVE:
Lead Class Does Not Meet
|
OBJECTIVE:
Students will be able to appreciate the Harlem Renaissance and its influence on African-American Poetry along with the life and work of Langston Hughes by reading his biography in preparation for our study of A Raisin in the Sun.
|
OBJECTIVE:
After receiving insight into the Harlem Renaissance along with the economic hardships and racial prejudice African-Americans endured during the 1950’s, students will be able to explain the concept of the American Dream via class discussion and analysis.
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OBJECTIVE:
Students will be able to properly identify poetry terms and annotate a poem by way of assessment and be able to analyze and explain the connection between Langston Hughes’ poem “Harlem” and the play, A Raisin in the Sun via short answer essay.
|
|
ACTIVITIES AND PROCEDURES:
- Vocab. Unit 8 (introduction of words)
- Students will be given a chance to view the film version of The Chocolate War.
- Students will receive “drama/play” terminology in preparation for our drama unit.
|
ACTIVITIES AND PROCEDURES:
Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- Do Now (Essential Question: Define the American Dream)
- SAT Vocab. Unit 8 (ex. 1) review of words and homework
- Students will receive the biography of Langston Hughes and we will read together.
- Students will receive a copy of Hughes most famous poem, “Harlem.” And we will read aloud.
|
ACTIVITIES AND PROCEDURES:
- Students will receive a brief description of what the term: American Dream really means along with background into the social and economic hardships African-Americans faced during the 1950’s particularly in Chicago as depicted in A Raisin in the Sun.
- Students will receive pre-notes on the background to A Raisin in the Sun.
- We will then watch two background videos on Langston Hughes and Lorraine Hansberry in preparation for the reading of A Raisin in the Sun.
|
ACTIVITIES AND PROCEDURES:
- Armed with poetic devices and knowledge of the era, students will annotate the poem “Harlem” by Langston Hughes and provide analysis into the meaning behind the poem including the author’s tone, theme, and literary devices
- Discuss and read students’ explications of “Harlem” by reviewing key poetic devices present in the poem along with the main theme and how it ties in with A Raisin in the Sun. We will also watch an analysis video of the poem to see if the student’s explications match-up.
|
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
-Poetry Explications
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|
GRADED HOMEWORK:
- Vocab. 8 (ex. 1)
|
GRADED HOMEWORK:
- N/A
|
GRADED HOMEWORK:
- “Harlem” Poetry explication
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GRADED HOMEWORK:
- Finish “Harlem” Poetry explication
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GRADED HOMEWORK:
N/A
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WEEK OF MAY 4th, 2026
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May 4th
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May 5th
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May 6th
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May 7th
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May 8th
|
|
MONDAY
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TUESDAY
|
WEDNESDAY
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THURSDAY
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FRIDAY
|
|
Rotating Class: 5
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Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
|
TITLE:
DAY 2 LESSON: Lead Class does not meet –
|
TITLE:
DAY 3 LESSON: A Raisin in the Sun – Background (Part 1)
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TITLE:
DAY 4 LESSON: A Raisin in the Sun – Background (Part 2)
|
TITLE:
DAY 1 LESSON: “Harlem” Poetry Explication Review
|
TITLE:
DAY 2 LESSON: Lead Class does not meet –
|
|
OBJECTIVE:
Lead Class Does Not Meet
|
OBJECTIVE:
Students will receive background information concerning Loraine Hansberry’s play A Raisin in the Sun by transcribing notes into Google Docs for reference purposes as they read the story.
|
OBJECTIVE:
Students will be receive a behind the scenes examination of what inspired Loraine Hansberry to create her famous play A Raisin in the Sun via PowerPoint Presentation.
|
OBJECTIVE:
Students will be able to properly identify poetry terms and annotate a poem by way of assessment and be able to analyze and explain the connection between Langston Hughes’ poem “Harlem” and the play, A Raisin in the Sun via short answer essay.
|
OBJECTIVE:
Lead Class Does Not Meet
|
|
ACTIVITIES AND PROCEDURES:
Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- Poetry explications due
- Vocab. Unit 9 introduction of words.
- Students will receive pre-notes on the background to A Raisin in the Sun. They will transcribe this information into their own Google Doc for reference.
- We will read and watch a brief bio video on Lorraine Hansberry in preparation for the reading of A Raisin in the Sun.
|
ACTIVITIES AND PROCEDURES:
- Vocab. unit ex. 1 review of homework followed by oral recitation drill.
- Students will receive play books, character list, study guide and vocab. List that accompany our reading of the story.
- Via PowerPoint, we will examine the context surrounding what inspired the author to create A Raisin in the Sun.
|
ACTIVITIES AND PROCEDURES:
- Vocab. Unit 9 Quiz
- Armed with poetic devices and knowledge of the era, students will annotate the poem “Harlem” by Langston Hughes and provide analysis into the meaning behind the poem including the author’s tone, theme, and literary devices
- Discuss and read students’ explications of “Harlem” by reviewing key poetic devices present in the poem along with the main theme and how it ties in with A Raisin in the Sun. We will also watch an analysis video of the poem to see if the student’s explications match-up.
|
ACTIVITIES AND PROCEDURES:
Lead Class Does Not Meet
|
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- Poetry explications due
|
GRADED ASSIGNMENTS (IN CLASS):
- Vocab. Unit 9 ex. 1
|
GRADED ASSIGNMENTS (IN CLASS):
-Poetry Explications; vocab. 9 quiz
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
|
GRADED HOMEWORK:
- N/A
|
GRADED HOMEWORK:
- Vocab. Unit 9 (ex. 1)
|
GRADED HOMEWORK:
- Vocab. Unit 9 Study for quiz
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
- N/A
|
WEEK OF MAY 11th, 2026
| May 11th |
May 12th |
May 13th |
May 14th |
May 15th |
| MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
| Rotating Class: 5 |
Rotating Class: 5 |
Rotating Class: 5 |
Rotating Class: 5 |
Rotating Class: 5 |
| TITLE: DAY 3 LESSON: A Raisin in the Sun – Background (Part 3) |
TITLE: DAY 4 LESSON: “Harlem” Poetry Explication Review |
TITLE: DAY 1 LESSON: A Raisin in the Sun – Background (Part 2) |
TITLE: DAY 2 LESSON: Lead Class Does Not Meet |
TITLE: DAY 2 LESSON: A Raisin in the Sun – Act 1 (Scene 1) |
| OBJECTIVE: Students will receive background information concerning Loraine Hansberry’s play A Raisin in the Sun by transcribing notes into Google Docs for reference purposes as they read the story. |
OBJECTIVE: Students will be able to properly identify poetry terms and annotate a poem by way of assessment and be able to analyze and explain the connection between Langston Hughes’ poem “Harlem” and the play, A Raisin in the Sun via short answer essay.
|
OBJECTIVE: Students will be receive a behind the scenes examination of what inspired Loraine Hansberry to create her famous play A Raisin in the Sun via PowerPoint Presentation. |
OBJECTIVE: - Lead Class Does Not Meet |
OBJECTIVE: Students will be able to recognize and describe character traits among the main characters and what the actual setting tells us about them (i.e., what the setting may foreshadow) by reading and teacher led discussion. |
ACTIVITIES AND PROCEDURES:
- Students will receive play books, character list, study guide and vocab. List that accompany our reading of the story. - Students will receive pre-notes on the background to A Raisin in the Sun. They will transcribe this information into their own Google Doc for reference. |
ACTIVITIES AND PROCEDURES:
- Armed with poetic devices and knowledge of the era, students will annotate the poem “Harlem” by Langston Hughes and provide analysis into the meaning behind the poem including the author’s tone, theme, and literary devices - Discuss and read students’ explications of “Harlem” by reviewing key poetic devices present in the poem along with the main theme and how it ties in with A Raisin in the Sun. We will also watch an analysis video of the poem to see if the student’s explications match-up. |
ACTIVITIES AND PROCEDURES:
- Via PowerPoint, we will examine the context surrounding what inspired the author to create A Raisin in the Sun. - Begin reading Act 1, Scene 1 of A Raisin in the Sun. |
ACTIVITIES AND PROCEDURES: - Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES: - Do Now (Essential Question: Has there ever been a dream you gave up on?) - We will continue reading Act 1, scene 1 of A Raisin in the Sun via audio book.
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A |
GRADED ASSIGNMENTS (IN CLASS):
-Poetry Explication corrections |
GRADED ASSIGNMENTS (IN CLASS):
- N/A |
GRADED ASSIGNMENTS (IN CLASS):
- Lead Class Does Not Meet
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
| GRADED HOMEWORK: - N/A |
GRADED HOMEWORK:
N/A |
GRADED HOMEWORK: - N/A |
GRADED HOMEWORK:
- Lead Class Does Not Meet
|
GRADED HOMEWORK:
N/A |
WEEK OF MAY 18th, 2026
|
May 18th
|
May 19th
|
May 20th
|
May 21st
|
May 22nd
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
|
TITLE:
DAY 4 LESSON: A Raisin in the Sun – Act 1 (Scene 1 Review)
|
TITLE:
DAY 1 LESSON: A Raisin in the Sun – Act 1, Scene 2
|
TITLE:
DAY 2 LESSON: Lead Class Does Not Meet
|
TITLE:
DAY 3 LESSON: A Raisin in the Sun – Act 1 (Scene 2 Review)
|
TITLE:
DAY 4 LESSON: A Raisin in the Sun (Act I Quiz)
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|
OBJECTIVE:
Students will be able to recognize and describe character traits among the main characters and what the actual setting tells us about them (i.e., what the setting may foreshadow) by reading and teacher led discussion.
|
OBJECTIVE:
Students will be able to analyze the development of the Younger family’s relationships and examine how dreams, opportunity, and personal values influence the characters’ decisions by reading Act 1, Scene 2 of A Raisin in the Sun independently.
|
OBJECTIVE:
- Lead Class Does Not Meet
|
OBJECTIVE:
As they read scene two, students will be able to discuss how stereotypes play a role in A Raisin in the Sun, particularly when it comes to gender and how it affects the characters’ actions and the plot.
|
OBJECTIVE:
Students will be able to discuss the play’s main theme of the American Dream via teacher led discussion by debating important ideas and viewpoints through accurate and detailed references from the text.
|
|
ACTIVITIES AND PROCEDURES:
- Do Now (Essential Question: Has there ever been a dream you gave up on?)
- We will review your reading of Act 1, Scene 1 of A Raisin in the Sun.
- We will begin reading Act 1, scene 2 of the play via audio.
|
ACTIVITIES AND PROCEDURES:
- Students will independently read Act 1, Scene 2 of A Raisin in the Sun.
- Students will summarize the scene and answer comprehension and analysis questions using Google Docs. As such, they will identify important character interactions and conflicts presented in the scene, and analyze how Mama’s decision about the insurance money impacts the Younger family and their dreams for the future.
|
ACTIVITIES AND PROCEDURES:
- Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- We will recap events that unfolded in Act 1, scene 2 of A Raisin in the Sun.
- Students will be given a character analysis chart where they will note the physical characteristics and personality traits of each character in A Raisin in the Sun as a way to trace their journey in the story and ultimately determine which character was static, dynamic, etc.
|
ACTIVITIES AND PROCEDURES:
- Students will receive an Act 1 summary review prior to their official quiz.
- A Raisin in the Sun – Act 1 Quiz
- Students to continue working on their character charts.
|
|
GRADED ASSIGNMENTS (IN CLASS):
N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- Act 1, Scene 2 Summary and Question worksheet via Google Docs
|
GRADED ASSIGNMENTS (IN CLASS):
- Lead Class Does Not Meet
|
GRADED ASSIGNMENTS (IN CLASS):
- A Raisin in the Sun character analysis
|
GRADED ASSIGNMENTS (IN CLASS):
- A Raisin in the Sun – Act 1 Quiz
|
|
GRADED HOMEWORK:
N/A
|
GRADED HOMEWORK:
- Complete Act 1, Scene 2 Summary and Question worksheet via Google Docs
|
GRADED HOMEWORK:
- Lead Class Does Not Meet
|
GRADED HOMEWORK:
- Study for Act 1 Quiz; continue working on character charts.
|
GRADED HOMEWORK:
- Finish character charts by next class.
|
WEEK OF MAY 25th, 2026
|
May 25th
|
May 26th
|
May 27th
|
May 28th
|
May 29th
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
Rotating Class: 5
|
|
TITLE:
LESSON: OFF
|
TITLE:
LESSON: OFF
|
TITLE:
DAY 2 LESSON: Lead Class Does Not Meet
|
TITLE:
DAY 3 LESSON: A Raisin in the Sun (Act II, Scene 1)
|
TITLE:
DAY 4 LESSON: A Raisin in the Sun (Act II, Scene 2)
|
|
OBJECTIVE:
OFF
|
OBJECTIVE:
OFF
|
OBJECTIVE:
- Lead Class Does Not Meet
|
OBJECTIVE:
Students will be able to discuss the play’s main theme of the American Dream via teacher led discussion by debating important ideas and viewpoints through accurate and detailed references from the text.
|
OBJECTIVE:
Students will be able to analyze a list of various themes associated with A Raisin in the Sun and prove their validity by citing comments and incidents from the play that exemplify them.
|
|
ACTIVITIES AND PROCEDURES:
- OFF
|
ACTIVITIES AND PROCEDURES:
- OFF
|
ACTIVITIES AND PROCEDURES:
- Lead Class Does Not Meet
|
ACTIVITIES AND PROCEDURES:
- Do Now (Essential Question: How do you think the money should be spent?)
- Vocab. Unit 10 – introduction of words
- Character citation sheets due
- Read Act II, Scene 1 of A Raisin in the Sun by way of audio followed by teacher led discussion of events thus far.
- We will discuss critical analysis notes on Walter’s character.
|
ACTIVITIES AND PROCEDURES:
- Complete Act 2 – scene 2 reading of A Raisin in the Sun followed by critical analysis discussion focusing on the play’s themes. Students will read and explain to the class how they apply to specific characters and situations both in the book and connect to them to situations in real life.
|
|
GRADED ASSIGNMENTS (IN CLASS):
- OFF
|
GRADED ASSIGNMENTS (IN CLASS):
- OFF
|
GRADED ASSIGNMENTS (IN CLASS):
- Lead Class Does Not Meet
|
GRADED ASSIGNMENTS (IN CLASS):
- N/A
|
GRADED ASSIGNMENTS (IN CLASS):
- Vocab. 10 – ex. 1
|
|
GRADED HOMEWORK:
- OFF
|
GRADED HOMEWORK:
- OFF
|
GRADED HOMEWORK:
- Lead Class Does Not Meet
|
GRADED HOMEWORK:
- Vocab. Unit 10 – ex, 1
|
GRADED HOMEWORK:
- Study Vocab. Unit 10 Quiz
|
WEEK OF June 1st, 2026
|
June 1st
|
June 2nd
|
June 3rd
|
June 4th
|
June 5th
|
|
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY
|
|
Rotating Class: 8
|
Rotating Class: 8
|
Rotating Class: 8
|
Rotating Class: 8
|
Rotating Class: 8
|
|
TITLE:
DAY 1 LESSON: A Raisin in the Sun (Act 2)
|
TITLE:
DAY 2 LESSON: LEAD CLASS DOES NOT MEET
|
TITLE:
DAY 3 LESSON: A Raisin in the Sun (Review Part 1)
|
TITLE:
DAY 4 LESSON: A Raisin in the Sun – Final Characterization
|
TITLE:
DAY 1 LESSON: A Raisin in the Sun – Final Test Review
|
|
OBJECTIVE:
Students will be able to trace Walter Lee’s character growth by reflecting on the way he changes (actions, thoughts, etc.) from Act 1 to Act 2 of A Raisin in the Sun via teacher-led discussion and plot analysis chart.
|
OBJECTIVE:
DOES NOT MEET
|
OBJECTIVE:
Students will be able to compare and contrast differing viewpoints on heritage, assimilationism, and Afrocentrism by identifying and explaining how these themes of the play are developed.
|
OBJECTIVE:
Students will be able to complete a character growth chart as it relates to A Raisin in the Sun and discuss their results by way of teacher led discussion using the Socratic method.
|
OBJECTIVE:
In preparation for their final test, students will be able to identify key themes, trace proper sequence of events, and explain characterization traits of all main characters by participating in a special question and answer review session of A Raisin in the Sun.
|
|
ACTIVITIES AND PROCEDURES:
- Vocab. unit 10 Quiz
- Do Now (Essential Question: Is money the key to happiness?)
- Students will continue watching the film A Raisin in the sun and as a class we will discuss Walter’s personality and how it changes during the course of the story.
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ACTIVITIES AND PROCEDURES:
DOES NOT MEET
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ACTIVITIES AND PROCEDURES:
- Continue watching A Raisin in the Sun film version
- Act 3 Analysis and discussion
- Answers to students’ work on completing a symbolism chart by identifying various elements in the play and obtaining their literal and figurative meanings.
- A Raisin in the Sun – word search review of story thus far.
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ACTIVITIES AND PROCEDURES:
- Finish watching the film version of A Raisin in the Sun.
- Students will complete a characterization growth chart, which will be a list of the main characters along with their associated personality traits and how they change in the story.
- As such, students will write down those actions, dialogue, or thoughts using citations from the book that help to illustrate each character’s personality.
- Will engage students using the Socratic method to share and explain their answers to their growth charts.
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ACTIVITIES AND PROCEDURES:
- Via question and answer session, students will cite examples of Hansberry’s use of allusions and symbolism as literary techniques in the play, while explaining plot sequence, characterization, and key themes of the story.
- We will review the plot structure for A Raisin in the Sun.
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GRADED ASSIGNMENTS (IN CLASS):
Vocab. 10 Quiz
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GRADED ASSIGNMENTS (IN CLASS):
DOES NOT MEET
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GRADED ASSIGNMENTS (IN CLASS):
- A Raisin in the Sun – word search review of story.
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GRADED ASSIGNMENTS (IN CLASS):
- Character Growth Chart
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GRADED ASSIGNMENTS (IN CLASS):
- Practice quiz; character growth chart; word search
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GRADED HOMEWORK:
N/A
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GRADED HOMEWORK:
DOES NOT MEET
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GRADED HOMEWORK:
- A Raisin in the Sun – word search review of story.
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GRADED HOMEWORK:
- Practice quiz in preparation for final test; finish growth chart.
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GRADED HOMEWORK:
- Study for A Raisin in the Sun – Final Test
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WEEK OF June 8th, 2026
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June 8th
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June 9th
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June 10th
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June 11th
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June 12th
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MONDAY
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TUESDAY
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WEDNESDAY
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THURSDAY
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FRIDAY
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Rotating Class: 8
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Rotating Class: 8
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Rotating Class: 8
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Rotating Class: 8
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Rotating Class: 8
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TITLE:
DAY 2 LESSON: CLASS DOES NOT MEET
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TITLE:
LESSON 3: A Raisin in the Sun – Final Test Review
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TITLE:
DAY 4 LESSON : A Raisin in the Sun – Exam Review (Part 1)
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TITLE:
“E” DAY LESSON: Final Exam Review (Part 2)
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TITLE:
LESSON: FINAL EXAMS
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OBJECTIVE:
DOES NOT MEET
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OBJECTIVE:
In preparation for their final test, students will be able to identify key themes, trace proper sequence of events, and explain characterization traits of all main characters by participating in a special question and answer review session of A Raisin in the Sun.
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OBJECTIVE:
Students will be able to prepare for their final exam by reviewing materials and participating in class discussion (Part 1)
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OBJECTIVE:
Students will be able to prepare for their final exam by reviewing materials and participating in class discussion (Part 2)
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OBJECTIVE:
FINAL EXAMS
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ACTIVITIES AND PROCEDURES:
DOES NOT MEET
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ACTIVITIES AND PROCEDURES:
- Final Do-Now (Essential Question: The characters are concerned with having and then losing money? Is money life?)
- Via question and answer session, students will cite examples of Hansberry’s use of allusions and symbolism as literary techniques in the play, while explaining plot sequence, characterization, and key themes of the story with brief video explaining such as well.
- Answers to final practice quiz
- Hand out test review sheets for students to use in preparation for the final test.
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ACTIVITIES AND PROCEDURES:
- Final test materials and writing answers due in class.
- Final Portfolio folders distributed
- Final exam review sheet and discussion
- Novels collected for the quarter
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ACTIVITIES AND PROCEDURES:
- Final goodbye
- Late Do-Now digital Journals due
- Summer Reading information announced
- Final exam review sheet and discussion
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ACTIVITIES AND PROCEDURES:
FINAL EXAMS
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GRADED ASSIGNMENTS (IN CLASS):
DOES NOT MEET
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GRADED ASSIGNMENTS (IN CLASS):
- N/A
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GRADED ASSIGNMENTS (IN CLASS):
- N/A
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GRADED ASSIGNMENTS (IN CLASS):
- N/A
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GRADED ASSIGNMENTS (IN CLASS):
FINAL EXAMS
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GRADED HOMEWORK:
DOES NOT MEET
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GRADED HOMEWORK:
- A Raisin in the Sun – Final Test (take home)
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GRADED HOMEWORK:
- N/A
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GRADED HOMEWORK:
- Study for final exam
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GRADED HOMEWORK:
FINAL EXAMS
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English I (Introduction to Literature)
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