English Lab
December 18-22, 2006
Trimester II
Week Six
Monday, December 18, 2006
• Review letter written by Julie Alvarez.
• Review summary writing.
• In portfolio write a summary over her letter.
• Begin researching Julia Alvarez and Rafael Trujillo.
Tuesday, December 19, 2006
• Continue researching.
• You must have at least two articles over the material.
• We will work on Annotative Bibliographies.
• Begin taking notes.
Wednesday, December 20, 2006
• Discuss/Share research information.
• Write questions from Bloom’s.
• Begin film if have a few minutes.
Thursday, December 21, 2006
• Continue with film.
• Discuss questions.
• Criterion writing.
Friday, December 22, 2006
• Continue with film.
• Work on Annotative Bibliographies for Presentations after break.
Power Standards/Objectives:
Reading:
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
11.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims
11.7.19 Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
• use the selected media skillfully, editing appropriately and monitoring for quality.
• test the audience’s response and revise the presentation
Monday, December 18, 2006
English 11 Honors
English 11 Honors
December 18-22, 2006
Trimester I
Week Six
Monday, December 18, 2006
• Hand out Vocabulary Five and Six. These will be due after break.
• Continue with To Kill A Mockingbird. Discuss.
• If have time, begin peer editing Annotative Bibliographies.
Tuesday, December 19, 2006
• Continue with Annotative Bibliographies if we did not finish.
• Begin Introduction to The Crucible.
• If have time, begin showing Purdue film.
• You should be writing a summary over this material.
Wednesday, December 20, 2006
• In lab to work on PowerPoint presentation.
• Finish Purdue film.
Thursday, December 21, 2006
• In lab to work on PowerPoint Presentation.
• Work on Criterion Writing.
Friday, December 22, 2006
• Begin Act I of The Crucible.
• Discuss reading timeline.
Have a wonderful and safe holiday.
Power Standards/Objectives:
Reading:
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
11.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims.
11.7.19 Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
• use the selected media skillfully, editing appropriately and monitoring for quality.
• test the audience’s response and revise the presentation
December 18-22, 2006
Trimester I
Week Six
Monday, December 18, 2006
• Hand out Vocabulary Five and Six. These will be due after break.
• Continue with To Kill A Mockingbird. Discuss.
• If have time, begin peer editing Annotative Bibliographies.
Tuesday, December 19, 2006
• Continue with Annotative Bibliographies if we did not finish.
• Begin Introduction to The Crucible.
• If have time, begin showing Purdue film.
• You should be writing a summary over this material.
Wednesday, December 20, 2006
• In lab to work on PowerPoint presentation.
• Finish Purdue film.
Thursday, December 21, 2006
• In lab to work on PowerPoint Presentation.
• Work on Criterion Writing.
Friday, December 22, 2006
• Begin Act I of The Crucible.
• Discuss reading timeline.
Have a wonderful and safe holiday.
Power Standards/Objectives:
Reading:
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
11.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, speeches, or essays; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims.
11.7.19 Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
• use the selected media skillfully, editing appropriately and monitoring for quality.
• test the audience’s response and revise the presentation
English 9A
English 9A
Syllabus
December 18-22, 2006
Trimester II
Week Six
Monday, December 18, 2006
• Test over Vocabulary Four words.
• Finish listening to the short story “The Birds.”
• Go over color words from story.
• Discuss comparison/contrast Venn diagram.
Tuesday, December 19, 2006
• Assessment over the story.
• Begin to show the film.
• Discuss note taking and summary writing.
Wednesday, December 20, 2006
• Continue with “The Birds.”
• Discuss comparison/contrast from short story to movie.
• In lab on Thursday, to begin comparison/contrast essay.
Thursday, December 21, 2006
• In lab to do comparison/contrast essay.
• Hand out Vocabulary Five words.
Friday, December 22, 2006
• Continue working on comparison/contrast essay.
• Read news article “Hundreds of Birds Invade Home in California.”
• Go to media center to get another red dot book ( if have time).
Have a very safe and wonderful holiday. See you in 2007.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
9.3.4 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Syllabus
December 18-22, 2006
Trimester II
Week Six
Monday, December 18, 2006
• Test over Vocabulary Four words.
• Finish listening to the short story “The Birds.”
• Go over color words from story.
• Discuss comparison/contrast Venn diagram.
Tuesday, December 19, 2006
• Assessment over the story.
• Begin to show the film.
• Discuss note taking and summary writing.
Wednesday, December 20, 2006
• Continue with “The Birds.”
• Discuss comparison/contrast from short story to movie.
• In lab on Thursday, to begin comparison/contrast essay.
Thursday, December 21, 2006
• In lab to do comparison/contrast essay.
• Hand out Vocabulary Five words.
Friday, December 22, 2006
• Continue working on comparison/contrast essay.
• Read news article “Hundreds of Birds Invade Home in California.”
• Go to media center to get another red dot book ( if have time).
Have a very safe and wonderful holiday. See you in 2007.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
9.3.4 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Sunday, December 10, 2006
English Lab
English Lab A
Syllabus
December 11-15, 2006
Trimester I
Week Five
Monday, December 11, 2006
• Tuesday we will finish typing paragraphs and checking compound sentences because we will be in the lab for Criterion Writing.
• Introduction to “The American Crisis, Number 1,” by Thomas Paine- pp. 21-24.
• Before reading the selection, you need to read the introduction and write a summary over it.
• The Literary Terms are page 22 need to be written on your Vocabulary sheet of new words and definitions.
• Complete the activities on page 22: “Reading on your Own,” Writing on your Own,” “Vocabulary Focus,” and “Think Before You Read.”
Tuesday, December 12, 2006
• In lab for Criterion Writing.
Wednesday, December 13, 2006
• Vocabulary from selection :
tyranny, consolation, esteem, celestial, impious, infidel, relinquished, pretence, inevitable, martial, fortitude, and unlamented need to be written and defined on you “Word Study Sheet.”
• If have time, we will read the selection from American Crisis- pp. 23-24.
• Discuss the introduction from American Crisis.
• Go over vocabulary words and use them in a sentence.
• Go over the activities from page 22. SQR 3 reading strategy.
Thursday, December 14, 2006
• Continue with from American Crisis.
• Work on vocabulary words- defining, writing in sentences.
• We will work on Comprehension: Identifying Facts, Comprehension: Putting Ideas together, and Critical Thinking.
Friday, December 15, 2006
• Selection quiz over from American Crisis.
• Work on correcting essays.
• Grammar check.
• Discuss pamphlet project.
Power Objectives/Standards:
Vocabulary.
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
Writing:
11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
11.5.4 Write historical investigation reports.
11.5.9 Write academic essays, such as a research report, a summary, an annotative bibliography that: includes accurate information from primary and secondary sources and excludes extraneous information uses technical terms and notations correctly.
11.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices.
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
Syllabus
December 11-15, 2006
Trimester I
Week Five
Monday, December 11, 2006
• Tuesday we will finish typing paragraphs and checking compound sentences because we will be in the lab for Criterion Writing.
• Introduction to “The American Crisis, Number 1,” by Thomas Paine- pp. 21-24.
• Before reading the selection, you need to read the introduction and write a summary over it.
• The Literary Terms are page 22 need to be written on your Vocabulary sheet of new words and definitions.
• Complete the activities on page 22: “Reading on your Own,” Writing on your Own,” “Vocabulary Focus,” and “Think Before You Read.”
Tuesday, December 12, 2006
• In lab for Criterion Writing.
Wednesday, December 13, 2006
• Vocabulary from selection :
tyranny, consolation, esteem, celestial, impious, infidel, relinquished, pretence, inevitable, martial, fortitude, and unlamented need to be written and defined on you “Word Study Sheet.”
• If have time, we will read the selection from American Crisis- pp. 23-24.
• Discuss the introduction from American Crisis.
• Go over vocabulary words and use them in a sentence.
• Go over the activities from page 22. SQR 3 reading strategy.
Thursday, December 14, 2006
• Continue with from American Crisis.
• Work on vocabulary words- defining, writing in sentences.
• We will work on Comprehension: Identifying Facts, Comprehension: Putting Ideas together, and Critical Thinking.
Friday, December 15, 2006
• Selection quiz over from American Crisis.
• Work on correcting essays.
• Grammar check.
• Discuss pamphlet project.
Power Objectives/Standards:
Vocabulary.
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
Writing:
11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
11.5.4 Write historical investigation reports.
11.5.9 Write academic essays, such as a research report, a summary, an annotative bibliography that: includes accurate information from primary and secondary sources and excludes extraneous information uses technical terms and notations correctly.
11.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices.
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
English 9A
English 9A
Syllabus
December 11-15, 2006
Trimester II
Week Five
Monday, December 11, 2006
• Hand out vocabulary four words. These are due on Wednesday; test is on Friday.
• We will work on literary terms. These can be found in the Handbook Section of your literature book. We will have a test over these on Thursday. We will go over these on Wednesday.
• Red dot book reading. Be sure to make up the list of questions using words from Bloom’s Taxonomy. Be sure to answer the questions.
• Read short story.
Tuesday, December 12, 2006
• We will be in the lab today working on a Criterion Descriptive Write. You will need to cut and paste this in word so we can peer edit.
Wednesday, December 13, 2006
• We will go over Vocabulary Four words.
• We will begin the short story “The Birds” today.
• We will begin the lesson with a reading strategy.
• You will get information over the story.
Thursday, December 14, 2006
• Today all red dot book questions will be due.
• All students will take a red dot book test.
• Reminder of Vocabulary Four test tomorrow.
• Continue with the short story “The Birds.”
Friday, December 15, 2006
• Finish the story “The Birds.”
• Read article from newspaper over topic and answer comprehension questions.
• Vocabulary Four test.
• Hand out Vocabulary Five words.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Syllabus
December 11-15, 2006
Trimester II
Week Five
Monday, December 11, 2006
• Hand out vocabulary four words. These are due on Wednesday; test is on Friday.
• We will work on literary terms. These can be found in the Handbook Section of your literature book. We will have a test over these on Thursday. We will go over these on Wednesday.
• Red dot book reading. Be sure to make up the list of questions using words from Bloom’s Taxonomy. Be sure to answer the questions.
• Read short story.
Tuesday, December 12, 2006
• We will be in the lab today working on a Criterion Descriptive Write. You will need to cut and paste this in word so we can peer edit.
Wednesday, December 13, 2006
• We will go over Vocabulary Four words.
• We will begin the short story “The Birds” today.
• We will begin the lesson with a reading strategy.
• You will get information over the story.
Thursday, December 14, 2006
• Today all red dot book questions will be due.
• All students will take a red dot book test.
• Reminder of Vocabulary Four test tomorrow.
• Continue with the short story “The Birds.”
Friday, December 15, 2006
• Finish the story “The Birds.”
• Read article from newspaper over topic and answer comprehension questions.
• Vocabulary Four test.
• Hand out Vocabulary Five words.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
English 11 Honors
English 11 Honors
Syllabus
December 11-15, 2006
Trimester II
Week Five
Monday, December 11, 2006
• Test over the novel To Kill A Mockingbird.
• Hand out Vocabulary Four. We will go over words on Wednesday; the test is on Friday.
• Final Annotative Bibliographies are due on Monday, December 18.
Tuesday, December 12, 2006
• We will be in lab for Criterion Writing.
• Transactional Reading Journal Writing #2 is due today.
• Discuss PowerPoint presentations.
Wednesday, December 13, 2006
• Discuss vocabulary words.
• Discuss PowerPoint presentations if did not discuss on Tuesday.
• Discuss the film version of To Kill A Mockingbird.
• If have time, we will begin this; you will receive questions on “Looking Critically at Film.”
• Discuss the “Before Viewing Questions.”
Thursday, December 14, 2006
• To Kill A Mockingbird film.
• Discuss “During Viewing Questions.”
Friday, December 15, 2006
• Test over Vocabulary Four words.
• Transactional Reading Journal #3 due today.
• Finish/discuss To Kill A Mockingbird film.
• If have time, discuss “After Viewing Questions.”
• Work on PowerPoint Projects.
Power Standards/Objectives:
Vocabulary:
11.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources
11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies
Presentations:
11.7.17 Deliver oral reports on historical investigations that:
• use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
• analyze several historical records of a single event, examining each perspective on the event.
• describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
11.7.19 Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
• use the selected media skillfully, editing appropriately and monitoring for quality.
• test the audience’s response and revise the presentation
Syllabus
December 11-15, 2006
Trimester II
Week Five
Monday, December 11, 2006
• Test over the novel To Kill A Mockingbird.
• Hand out Vocabulary Four. We will go over words on Wednesday; the test is on Friday.
• Final Annotative Bibliographies are due on Monday, December 18.
Tuesday, December 12, 2006
• We will be in lab for Criterion Writing.
• Transactional Reading Journal Writing #2 is due today.
• Discuss PowerPoint presentations.
Wednesday, December 13, 2006
• Discuss vocabulary words.
• Discuss PowerPoint presentations if did not discuss on Tuesday.
• Discuss the film version of To Kill A Mockingbird.
• If have time, we will begin this; you will receive questions on “Looking Critically at Film.”
• Discuss the “Before Viewing Questions.”
Thursday, December 14, 2006
• To Kill A Mockingbird film.
• Discuss “During Viewing Questions.”
Friday, December 15, 2006
• Test over Vocabulary Four words.
• Transactional Reading Journal #3 due today.
• Finish/discuss To Kill A Mockingbird film.
• If have time, discuss “After Viewing Questions.”
• Work on PowerPoint Projects.
Power Standards/Objectives:
Vocabulary:
11.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources
11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies
Presentations:
11.7.17 Deliver oral reports on historical investigations that:
• use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
• analyze several historical records of a single event, examining each perspective on the event.
• describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
11.7.19 Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
• use the selected media skillfully, editing appropriately and monitoring for quality.
• test the audience’s response and revise the presentation
Monday, December 04, 2006
English Lab
English Lab
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Write in journal.
• Introduction to Benjamin Franklin. Aphorisms on board. Answer questions about them
• Read pp. 15-16. Write vocabulary words and definitions.
• Show introduction to Benjamin Franklin.
• Taking notes strategy.
Tuesday, December 5, 2006
• Summary writing over introduction.
• Read “Poor Richard’s Almanac” using reading strategy.
• Work on “Building Language Arts Skills.”
• Discuss research project.
Wednesday, December 6, 2006
• Research material over “Poor Richard.”
• Work on outlines.
Thursday, December 7, 2006
• Introduce/discuss/chart information over “Poor Richard” and Benjamin Franklin.
• Continue with research. Discuss PowerPoint presentation.
• Test over Benjamin Franklin on Friday.
Friday, December 8, 2006
• Test over Benjamin Franklin.
• Work on PowerPoint/research.
• Read red dot books if have time.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
Writing Applications:
11.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that:
• Develops a thesis.
• Creates an organizing structure appropriate to purpose, audience, and context.
• Includes accurate information from primary and secondary sources and excludes extraneous information.
• Makes valid inferences.
• Supports judgments with relevant and substantial evidence and well-chosen details.
• Uses technical terms and notations correctly.
• Provides a coherent conclusion.
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Write in journal.
• Introduction to Benjamin Franklin. Aphorisms on board. Answer questions about them
• Read pp. 15-16. Write vocabulary words and definitions.
• Show introduction to Benjamin Franklin.
• Taking notes strategy.
Tuesday, December 5, 2006
• Summary writing over introduction.
• Read “Poor Richard’s Almanac” using reading strategy.
• Work on “Building Language Arts Skills.”
• Discuss research project.
Wednesday, December 6, 2006
• Research material over “Poor Richard.”
• Work on outlines.
Thursday, December 7, 2006
• Introduce/discuss/chart information over “Poor Richard” and Benjamin Franklin.
• Continue with research. Discuss PowerPoint presentation.
• Test over Benjamin Franklin on Friday.
Friday, December 8, 2006
• Test over Benjamin Franklin.
• Work on PowerPoint/research.
• Read red dot books if have time.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
Writing Applications:
11.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that:
• Develops a thesis.
• Creates an organizing structure appropriate to purpose, audience, and context.
• Includes accurate information from primary and secondary sources and excludes extraneous information.
• Makes valid inferences.
• Supports judgments with relevant and substantial evidence and well-chosen details.
• Uses technical terms and notations correctly.
• Provides a coherent conclusion.
English 9A
English 9 A
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Begin the unit over “Using Modifiers Correctly,” pp. 223-239 Chapter 17 in English Workshop books.
• Go over these in class.
• Review red dot book assignment. Begin reading each day.
• Hand out sheet over “Poison.” This is the problem solving sheet.
• Homework finish- modifiers.
• Vocabulary Four is due on Wednesday.
Tuesday, December 5, 2006
• Read red dot books at beginning of hour.
• Continue with misplaced modifiers. Quiz over this on Thursday.
• Discuss the project.
• Update any red dot book material.
• Introduction to the short story “The Birds.”
• Read the story using reading strategy.
Wednesday, December 6, 2006
• Read the first few minutes in class.
• Go over Vocabulary words. Test is on Friday.
• Review for misplaced modifier quiz.
• Begin “The Birds.”
Thursday, December 7, 2006
• Read the first few minutes.
• Quiz over misplaced modifiers.
• Continue with “The Birds.”
• Discuss comparison/contrast.
Friday, December 8, 2006
• Continue with “The Birds.”
• Red dot book reading.
• Vocabulary three test.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Red dot books are due on Wednesday, December 13, 2006
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Begin the unit over “Using Modifiers Correctly,” pp. 223-239 Chapter 17 in English Workshop books.
• Go over these in class.
• Review red dot book assignment. Begin reading each day.
• Hand out sheet over “Poison.” This is the problem solving sheet.
• Homework finish- modifiers.
• Vocabulary Four is due on Wednesday.
Tuesday, December 5, 2006
• Read red dot books at beginning of hour.
• Continue with misplaced modifiers. Quiz over this on Thursday.
• Discuss the project.
• Update any red dot book material.
• Introduction to the short story “The Birds.”
• Read the story using reading strategy.
Wednesday, December 6, 2006
• Read the first few minutes in class.
• Go over Vocabulary words. Test is on Friday.
• Review for misplaced modifier quiz.
• Begin “The Birds.”
Thursday, December 7, 2006
• Read the first few minutes.
• Quiz over misplaced modifiers.
• Continue with “The Birds.”
• Discuss comparison/contrast.
Friday, December 8, 2006
• Continue with “The Birds.”
• Red dot book reading.
• Vocabulary three test.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Reading: Literary Response and Analysis
9.3.2 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.3 Explain how voice and the choice of a narrator affect story
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Red dot books are due on Wednesday, December 13, 2006
English 11 Honors
English 11 Honors
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Introduction of Annotated Bibliography.
• Model with article “Out of Africa.”
• Vocabulary three words due on Wednesday with test on Friday.
• You must have articles from web site.
• To Kill A Mockingbird book talk on Friday. Test on Monday, December 11.
• Transactional Journal # 2 due on Tuesday, December 12.
• Final Transactional journal due on Friday, December 15.
Tuesday, December 5, 2006
• Discuss Power Point project using research material.
• Read Ellison’s quotation on p. 67 and reflect over what it reveals about seeking an “examined life.”
• Show fine arts transparency “Ben Franklin” by David Martin. We will make predictions about Ben Franklin’s life.
• Read Introduction to Benjamin Franklin.
Wednesday, December 6, 2006
• Go over vocabulary words for Lesson three.
• Continue/finish with Benjamin Franklin. Possible quiz on Thursday.
• Work/finish annotated bibliographies.
Thursday, December 7, 2006
• Quiz over Benjamin Franklin material.
• Work on Power Point presentations. These will be shown on Thursday, December 14, 2006.
• Finish any material we did not cover.
• To Kill a Mockingbird.
Friday, December 8, 2006
• Vocabulary three test.
• Book talk over To Kill A Mockingbird.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
December 4-8, 2006
Trimester II
Week Four
Monday, December 04, 2006
• Introduction of Annotated Bibliography.
• Model with article “Out of Africa.”
• Vocabulary three words due on Wednesday with test on Friday.
• You must have articles from web site.
• To Kill A Mockingbird book talk on Friday. Test on Monday, December 11.
• Transactional Journal # 2 due on Tuesday, December 12.
• Final Transactional journal due on Friday, December 15.
Tuesday, December 5, 2006
• Discuss Power Point project using research material.
• Read Ellison’s quotation on p. 67 and reflect over what it reveals about seeking an “examined life.”
• Show fine arts transparency “Ben Franklin” by David Martin. We will make predictions about Ben Franklin’s life.
• Read Introduction to Benjamin Franklin.
Wednesday, December 6, 2006
• Go over vocabulary words for Lesson three.
• Continue/finish with Benjamin Franklin. Possible quiz on Thursday.
• Work/finish annotated bibliographies.
Thursday, December 7, 2006
• Quiz over Benjamin Franklin material.
• Work on Power Point presentations. These will be shown on Thursday, December 14, 2006.
• Finish any material we did not cover.
• To Kill a Mockingbird.
Friday, December 8, 2006
• Vocabulary three test.
• Book talk over To Kill A Mockingbird.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
Monday, November 27, 2006
English Lab
English Lab
Syllabus
November 27- December 1, 2006
Monday, November 27, 2006
• Write in portfolios.
• Go over grades.
• Review summary writing-practice this.
• Introduce “To My Dear and Loving Husband.”
• Write vocabulary words and definitions-go over these.
• Review poetic terms.
• You are to read and write a summary over the introduction about Anne Bradstreet and the poem. These are due on Tuesday.
• If have time, read and go over the poem and complete “After Reading the Selection.”
Tuesday, November 28, 2006
• Write in portfolios.
• In lab to write criterion entry.
• Discuss/collect the summaries and attach to rubric.
Wednesday, November 29, 2006
• Write in portfolios.
• Work on outlining. We will use the material from Bradstreet.
• Selection quiz.
• Work on parallelism and pronouns.
Thursday, November 30, 2006
• Write in portfolios.
• Introduction to Benjamin Franklin.
• Define aphorisms/ discuss if there are any from students’ countries/native language.
• Assign aphorisms. Go over them.
• Use outlining techniques for reading comprehension.
• You will select a quotation to write an essay.
• Discuss red dot books.
Friday, December 1, 2006
• Write in portfolios.
• If ready, quiz over Ben Franklin and aphorisms.
• Red dot book reading/testing/ writing.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
Syllabus
November 27- December 1, 2006
Monday, November 27, 2006
• Write in portfolios.
• Go over grades.
• Review summary writing-practice this.
• Introduce “To My Dear and Loving Husband.”
• Write vocabulary words and definitions-go over these.
• Review poetic terms.
• You are to read and write a summary over the introduction about Anne Bradstreet and the poem. These are due on Tuesday.
• If have time, read and go over the poem and complete “After Reading the Selection.”
Tuesday, November 28, 2006
• Write in portfolios.
• In lab to write criterion entry.
• Discuss/collect the summaries and attach to rubric.
Wednesday, November 29, 2006
• Write in portfolios.
• Work on outlining. We will use the material from Bradstreet.
• Selection quiz.
• Work on parallelism and pronouns.
Thursday, November 30, 2006
• Write in portfolios.
• Introduction to Benjamin Franklin.
• Define aphorisms/ discuss if there are any from students’ countries/native language.
• Assign aphorisms. Go over them.
• Use outlining techniques for reading comprehension.
• You will select a quotation to write an essay.
• Discuss red dot books.
Friday, December 1, 2006
• Write in portfolios.
• If ready, quiz over Ben Franklin and aphorisms.
• Red dot book reading/testing/ writing.
Power Standards/Objectives:
Vocabulary
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
Reading
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.7 Analyze the clarity and consistency of political assumptions (statements that take for granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the author’ positions have contributed to the quality of each work and the credibility of the characters.
Writing Applications:
11.5.3 Write reflective compositions that:
• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.
• draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.
English 11 Honors
English 11 Honors
Syllabus
November 27-December 1, 2006
Trimester II
Week Three
Monday, November 27, 2006
• To Kill A Mockingbird Check/discussion. Need to set due date for end of novel.
• Introduce Olaudah Equiano p. 56. Listen to the selection from The Interesting Narrative of the Life of Olaudah Equiano pp. 57-65. Quiz on Tuesday.
• Hand out article over “Out of Africa.” You need to read and “talk to the text” for Wednesday. We will use this article for practicing annotative bibliographies.
• You might want to have some sort of rough draft or some thoughts over what your first Reading Transactional Journal might be.
Tuesday, November 28, 2006
• In lab to type first Reading Transactional Journal. Final is due on Friday attached to rubric.
• Quiz over from The Interesting Narrative of the Life of Olaudah Equiano.
• Go over vocabulary 2 words today (if have time). Test is on Friday.
Wednesday, November 29, 2006
• Test over Part I of To Kill A Mockingbird.
• Introduce annotative bibliography writing.
• Work with article “Out of Africa.”
Thursday, November 30, 2006
• Work on annotative bibliographies from web sites.
• Discuss project.
• Finish any work not covered.
Friday, December 1, 2006
• Test over vocabulary 2 words.
• Final Transactional Reading Journal #1 is due.
• Read To Kill A Mockingbird novel.
Power Standards/Objectives:
Vocabulary
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
Read and interpret autobiographical narratives
Identify Allusions
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
Writing:
11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
Syllabus
November 27-December 1, 2006
Trimester II
Week Three
Monday, November 27, 2006
• To Kill A Mockingbird Check/discussion. Need to set due date for end of novel.
• Introduce Olaudah Equiano p. 56. Listen to the selection from The Interesting Narrative of the Life of Olaudah Equiano pp. 57-65. Quiz on Tuesday.
• Hand out article over “Out of Africa.” You need to read and “talk to the text” for Wednesday. We will use this article for practicing annotative bibliographies.
• You might want to have some sort of rough draft or some thoughts over what your first Reading Transactional Journal might be.
Tuesday, November 28, 2006
• In lab to type first Reading Transactional Journal. Final is due on Friday attached to rubric.
• Quiz over from The Interesting Narrative of the Life of Olaudah Equiano.
• Go over vocabulary 2 words today (if have time). Test is on Friday.
Wednesday, November 29, 2006
• Test over Part I of To Kill A Mockingbird.
• Introduce annotative bibliography writing.
• Work with article “Out of Africa.”
Thursday, November 30, 2006
• Work on annotative bibliographies from web sites.
• Discuss project.
• Finish any work not covered.
Friday, December 1, 2006
• Test over vocabulary 2 words.
• Final Transactional Reading Journal #1 is due.
• Read To Kill A Mockingbird novel.
Power Standards/Objectives:
Vocabulary
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
Read and interpret autobiographical narratives
Identify Allusions
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
Writing:
11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
English 9A
English 9 syllabus
November 27-December 1, 2006
Trimester II
Week Three
Monday, November 27, 2006
• Test over “The Most Dangerous Game.”
• Remind/review information over the “I AM” poem. This is due on Tuesday.
• Introduction to Personal Narrative. Go over ideas. Rough draft is due tomorrow. We will be in lab on Tuesday to enter it.
• Vocabulary is due on Wednesday. Test is on Thursday.
• Reminder about red dot book tests/projects.
Tuesday, November 28, 2006
• Collect “I Am” poems; be sure to attach rubric.
• Type rough draft of Personal Narrative. Peer edit these on Thursday.
• Show grades.
Wednesday, November 29, 2006
• Begin the short story “Poison.” Work on study guide. Quiz on Thursday.
• Work on “Rainbow Revision” on Personal Narratives.
• Go over Vocabulary Two words-quiz on Thursday.
Thursday, November 30, 2006
• Quiz over vocabulary 2 words.
• Quiz over the short story “Poison.”
• Hand out vocabulary three. This is due on Wednesday, December 6.
• Homework for Monday, December is Chapter 17- Using Modifiers Correctly- pp. 223-230.
Friday, December 1, 2006
• In-service for teachers.
• Periods 1 and 2 do not meet.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Reading: Literary Response and Analysis
9.3.6 Analyze the trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.7 Determine character traits by what the characters say about themselves in narration.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.3 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Reminders:
Don’t forget to read red dot books.
Chapter on modifiers is due on Monday, December 4.
Due date is Tuesday, December 12, 2006
November 27-December 1, 2006
Trimester II
Week Three
Monday, November 27, 2006
• Test over “The Most Dangerous Game.”
• Remind/review information over the “I AM” poem. This is due on Tuesday.
• Introduction to Personal Narrative. Go over ideas. Rough draft is due tomorrow. We will be in lab on Tuesday to enter it.
• Vocabulary is due on Wednesday. Test is on Thursday.
• Reminder about red dot book tests/projects.
Tuesday, November 28, 2006
• Collect “I Am” poems; be sure to attach rubric.
• Type rough draft of Personal Narrative. Peer edit these on Thursday.
• Show grades.
Wednesday, November 29, 2006
• Begin the short story “Poison.” Work on study guide. Quiz on Thursday.
• Work on “Rainbow Revision” on Personal Narratives.
• Go over Vocabulary Two words-quiz on Thursday.
Thursday, November 30, 2006
• Quiz over vocabulary 2 words.
• Quiz over the short story “Poison.”
• Hand out vocabulary three. This is due on Wednesday, December 6.
• Homework for Monday, December is Chapter 17- Using Modifiers Correctly- pp. 223-230.
Friday, December 1, 2006
• In-service for teachers.
• Periods 1 and 2 do not meet.
Power Standards/Objectives:
Vocabulary
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Reading: Literary Response and Analysis
9.3.6 Analyze the trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.7 Determine character traits by what the characters say about themselves in narration.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.3 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
Writing: English Language Conventions
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Reminders:
Don’t forget to read red dot books.
Chapter on modifiers is due on Monday, December 4.
Due date is Tuesday, December 12, 2006
Monday, November 20, 2006
English 9A
English 9 A Syllabus
Mrs. Gifford
November 20-22, 2006
Trimester II- Week Two
Monday, November 20, 2006
• Red dot book tests will be on Monday, December 11. Red dot book projects are also due...
• Begin unit over “The Most Dangerous Game.” You need to complete the parts of study guide to the story. Review summary writing and reading strategies.
• Begin listening to the story and use the reading strategy “dialogue with text.”
• Finish “The Most Dangerous Game” for homework.
• Vocabulary word “Lesson Two” due on Tuesday-Test on Wednesday.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
Tuesday, November 21, 2006
• You will finish your first criterion writing.
• We will go over Vocabulary Two words. Test is on Wednesday, November 22, 2006
• Review study guide for “The Most Dangerous Game.” Quiz on Wednesday.
• Read your outside reading book each night.
• Introduction to Chapter 15 Verbs.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Wednesday, November 22, 2006
• We will review for the quiz “The Most Dangerous Game.”
• We will go over verbs.
• Quiz over “The Most Dangerous Game.”
• You will be introduced to the “I Am” poem for you and a character from “The Most Dangerous Game.” This is due on Tuesday, November 28.
Power Standards/Objectives
Evaluation and Revision
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Organization and Focus
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Dates to Remember:
• Red Dot Book test and project due on Monday, December 11, 2006
• “I Am” poems due on Tuesday, November 28, 2006
• Be sure to read your red dot books each night.
Mrs. Gifford
November 20-22, 2006
Trimester II- Week Two
Monday, November 20, 2006
• Red dot book tests will be on Monday, December 11. Red dot book projects are also due...
• Begin unit over “The Most Dangerous Game.” You need to complete the parts of study guide to the story. Review summary writing and reading strategies.
• Begin listening to the story and use the reading strategy “dialogue with text.”
• Finish “The Most Dangerous Game” for homework.
• Vocabulary word “Lesson Two” due on Tuesday-Test on Wednesday.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
Tuesday, November 21, 2006
• You will finish your first criterion writing.
• We will go over Vocabulary Two words. Test is on Wednesday, November 22, 2006
• Review study guide for “The Most Dangerous Game.” Quiz on Wednesday.
• Read your outside reading book each night.
• Introduction to Chapter 15 Verbs.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Wednesday, November 22, 2006
• We will review for the quiz “The Most Dangerous Game.”
• We will go over verbs.
• Quiz over “The Most Dangerous Game.”
• You will be introduced to the “I Am” poem for you and a character from “The Most Dangerous Game.” This is due on Tuesday, November 28.
Power Standards/Objectives
Evaluation and Revision
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Organization and Focus
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Dates to Remember:
• Red Dot Book test and project due on Monday, December 11, 2006
• “I Am” poems due on Tuesday, November 28, 2006
• Be sure to read your red dot books each night.
English Lab
English Lab Syllabus
November 20-22, 2006
Trimester II
Week Two
Monday, November 20, 2006
• Go over vocabulary words for from The History pf Plymouth Plantation.
• Assign the reading and information that goes with it.
• Quiz over the selection and words tomorrow.
Tuesday, November 21, 2006
• Review the selection.
• Quiz over the material.
• Work on grammar-adjectives/descriptive words.
• Check to make sure binders are organized.
• Criterion Writing #2.
Wednesday, November 22, 2006
• Introduction to poetry and literary terms.
• Complete the “Before You Read selection,” “To My Dear and Loving Husband,” pp. 10-11.
• Work on Comprehension strategies together.
Power Standards/objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
11.1.1 Understand unfamiliar words that refer
to characters or themes in literature or history.
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.3 Verify and clarify facts presented in several types of expository texts
11.2.4 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
November 20-22, 2006
Trimester II
Week Two
Monday, November 20, 2006
• Go over vocabulary words for from The History pf Plymouth Plantation.
• Assign the reading and information that goes with it.
• Quiz over the selection and words tomorrow.
Tuesday, November 21, 2006
• Review the selection.
• Quiz over the material.
• Work on grammar-adjectives/descriptive words.
• Check to make sure binders are organized.
• Criterion Writing #2.
Wednesday, November 22, 2006
• Introduction to poetry and literary terms.
• Complete the “Before You Read selection,” “To My Dear and Loving Husband,” pp. 10-11.
• Work on Comprehension strategies together.
Power Standards/objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
11.1.1 Understand unfamiliar words that refer
to characters or themes in literature or history.
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
11.2.3 Verify and clarify facts presented in several types of expository texts
11.2.4 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
English 11 Honors
English 11 Honors
Syllabus
November 20-22, 2006
Monday, November 20, 2006
• Discuss Wikispace and assignment.
• Hand out Annotated Bibliography information. Discuss assignment.
• Test over Vocabulary 1 Lesson.
• Discuss To Kill A Mockingbird assignments.
• Read pp. 3-19 for Tuesday-“The Beginnings.” Quiz on Wednesday.
Tuesday, November 21, 2006
• In lab to type Criterion #2.
• Work on information over 1930s.
• Discuss “The Beginnings” material.
Wednesday, November 22, 2006
• Quiz over “The Beginnings.”
• Go over Vocabulary Lesson 2. Test is on Monday, November 27.
• Discuss To Kill A Mockingbird.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
Have a nice and safe Thanksgiving Holiday.
Syllabus
November 20-22, 2006
Monday, November 20, 2006
• Discuss Wikispace and assignment.
• Hand out Annotated Bibliography information. Discuss assignment.
• Test over Vocabulary 1 Lesson.
• Discuss To Kill A Mockingbird assignments.
• Read pp. 3-19 for Tuesday-“The Beginnings.” Quiz on Wednesday.
Tuesday, November 21, 2006
• In lab to type Criterion #2.
• Work on information over 1930s.
• Discuss “The Beginnings” material.
Wednesday, November 22, 2006
• Quiz over “The Beginnings.”
• Go over Vocabulary Lesson 2. Test is on Monday, November 27.
• Discuss To Kill A Mockingbird.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Reading
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.
11.4.9 Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
Have a nice and safe Thanksgiving Holiday.
Tuesday, November 14, 2006
English Lab
English Lab
Syllabus
Trimester II
Week One
Monday, November 13, 2006
• Welcome to class. Go over expectations/goals.
• Discuss steno pads and daily writing.
• Assign first writing.
• Distribute text. Go through it with them.
• Hand out sheet over Study Habit Survey.
• Hand out sheet over Criterion Writing.
• Hand out sheet over Portfolio organization.
• Portfolios are due on Tuesday.
• We will log into Criterion today.
Tuesday, November 14, 2006
• We will be in the lab doing the first Criterion writing.
• Organize portfolio.
• Write in steno pads.
• Discuss DOL activities.
• Introduction to the literature book.
• Read and take notes over “How to use this book.”
Wednesday, November 15, 2006
• We will be in media center to get a red dot book. Be sure to enter book information in portfolio.
• Begin reading “Historical Background,” pp. 2-3. Share information in class.
• Go over Historical Background Activity in class. Check it together.
• We will begin “The History of Plymouth Plantation,” pp.4-5 in text. We will be looking for descriptive words-grammar check.
• You will write the vocabulary words and definitions in your portfolio. You will begin a writing assignment over this section.
Thursday, November 16, 2006
• We will go over the literature selection. There will be a quiz on Friday.
• Work on red dot books.
Friday, November 17, 2006
• Test over “The History of Plymouth Plantation.”
• Read outside reading books.
• Finish criterion writing if needed.
Syllabus
Trimester II
Week One
Monday, November 13, 2006
• Welcome to class. Go over expectations/goals.
• Discuss steno pads and daily writing.
• Assign first writing.
• Distribute text. Go through it with them.
• Hand out sheet over Study Habit Survey.
• Hand out sheet over Criterion Writing.
• Hand out sheet over Portfolio organization.
• Portfolios are due on Tuesday.
• We will log into Criterion today.
Tuesday, November 14, 2006
• We will be in the lab doing the first Criterion writing.
• Organize portfolio.
• Write in steno pads.
• Discuss DOL activities.
• Introduction to the literature book.
• Read and take notes over “How to use this book.”
Wednesday, November 15, 2006
• We will be in media center to get a red dot book. Be sure to enter book information in portfolio.
• Begin reading “Historical Background,” pp. 2-3. Share information in class.
• Go over Historical Background Activity in class. Check it together.
• We will begin “The History of Plymouth Plantation,” pp.4-5 in text. We will be looking for descriptive words-grammar check.
• You will write the vocabulary words and definitions in your portfolio. You will begin a writing assignment over this section.
Thursday, November 16, 2006
• We will go over the literature selection. There will be a quiz on Friday.
• Work on red dot books.
Friday, November 17, 2006
• Test over “The History of Plymouth Plantation.”
• Read outside reading books.
• Finish criterion writing if needed.
English 11 Honors
English 11 Honors Syllabus
November 13-17, 2006
Trimester II
Week One
Monday, November 13, 2006
• Welcome to English 11.
• Classroom expectations/procedures.
• Distribute literature text.
• Distribute PHS School Improvement Handbook.
• Vocabulary One lesson-words due on Wednesday, November 15.
• Hand out sheet over Criterion writing. In lab tomorrow for first criterion writing. It is a 30 minute SAT prompt. You will be polishing this for a final draft essay.
• Log into Criterion in class.
• Wire Sculpture activity.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Tuesday, November 14, 2006
• In lab today for 30 minute- first Criterion writing.
• Work on vocabulary one words if need.
• Answer questions about American Dream.
• Vocabulary pretest.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
Wednesday, November 15, 2006
• Group activity over vocabulary words. Test is on Friday.
• Discuss “Wire Sculpture” activity.
• Discuss questions over American Dream.
• Discuss summary writing.
Power Standards/Objectives:
Vocabulary:
11.1.4 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Thursday, November 16, 2006
• In media center.
• Practice critical thinking/summary writing using articles on American Dream.
Power Standards/Objectives
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations. Read and interpret autobiographical narratives
Identify Allusions
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
11.3.3
Friday, November 17, 2006
• Test over vocabulary one words.
• Cue set over first assigned English 11 honors novel.
November 13-17, 2006
Trimester II
Week One
Monday, November 13, 2006
• Welcome to English 11.
• Classroom expectations/procedures.
• Distribute literature text.
• Distribute PHS School Improvement Handbook.
• Vocabulary One lesson-words due on Wednesday, November 15.
• Hand out sheet over Criterion writing. In lab tomorrow for first criterion writing. It is a 30 minute SAT prompt. You will be polishing this for a final draft essay.
• Log into Criterion in class.
• Wire Sculpture activity.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Tuesday, November 14, 2006
• In lab today for 30 minute- first Criterion writing.
• Work on vocabulary one words if need.
• Answer questions about American Dream.
• Vocabulary pretest.
Power Standards/Objectives:
Vocabulary:
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Writing:
11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
11.4.6 Use language in creative and vivid ways to establish a specific tone
Wednesday, November 15, 2006
• Group activity over vocabulary words. Test is on Friday.
• Discuss “Wire Sculpture” activity.
• Discuss questions over American Dream.
• Discuss summary writing.
Power Standards/Objectives:
Vocabulary:
11.1.4 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences
Thursday, November 16, 2006
• In media center.
• Practice critical thinking/summary writing using articles on American Dream.
Power Standards/Objectives
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations. Read and interpret autobiographical narratives
Identify Allusions
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
11.3.5 Analyze or evaluate works of literary or cultural significance in history
11.3.3
Friday, November 17, 2006
• Test over vocabulary one words.
• Cue set over first assigned English 11 honors novel.
English 9A
English 9A Syllabus
November 13-17, 2006
Week One
Trimester II
Monday, November 13, 2006
• Introduction to class- PowerPoint.
• Hand out information sheet for parent/guardian signature.
• Hand out syllabus.
• Hand out sheet for films-parent/guardian need to sign.
• Hand out red dot book information.
• Discuss three ring binder and tabs. Binders are due by Tuesday.
• Hand out textbooks and preview sheet.
• Hand out criterion writing information-we will be in lab on Wednesday.
• Hand out vocabulary one words. These are due on Wednesday. The words need to be written with definitions in your notebook.
Power Standards/objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, November 14, 2006
• Organize binders today.
• Make seating chart.
• Discuss DOL (Daily Oral Language).
• Pretest over vocabulary words.
• Hand out Plymouth High School Improvement Handbooks and go over the information.
• Hand out first writing sample.
Power Standards/objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Wednesday, November 15, 2006
• We will be in lab today for our first criterion writing. Please make sure you have your portfolio with you.
• After criterion, we will go over vocabulary one words. Test is on Friday, November 17.
Power Standards/objectives:
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.3 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and
mechanics.
Thursday, November 16, 2006
• Today we will be in the media center.
• You are to get a red dot book to read.
• Mr. Waymouth will give an introduction to the library.
• You need to complete library scavenger hunt sheet.
• Study for vocabulary one test which is tomorrow-Friday.
Power Standards/objectives:
Visit and become acquainted with media center.
Friday, November 17, 2006
• Vocabulary one test today.
• Review Literature Textbook Preview.
• If have time, introduction of the story “The Sniper.”
• Introduce “Reading Strategies” to use for the story.
Power Standards/objectives:
Reading: Literary Response and Analysis
9.2.5 Analyze the trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past)
November 13-17, 2006
Week One
Trimester II
Monday, November 13, 2006
• Introduction to class- PowerPoint.
• Hand out information sheet for parent/guardian signature.
• Hand out syllabus.
• Hand out sheet for films-parent/guardian need to sign.
• Hand out red dot book information.
• Discuss three ring binder and tabs. Binders are due by Tuesday.
• Hand out textbooks and preview sheet.
• Hand out criterion writing information-we will be in lab on Wednesday.
• Hand out vocabulary one words. These are due on Wednesday. The words need to be written with definitions in your notebook.
Power Standards/objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, November 14, 2006
• Organize binders today.
• Make seating chart.
• Discuss DOL (Daily Oral Language).
• Pretest over vocabulary words.
• Hand out Plymouth High School Improvement Handbooks and go over the information.
• Hand out first writing sample.
Power Standards/objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Wednesday, November 15, 2006
• We will be in lab today for our first criterion writing. Please make sure you have your portfolio with you.
• After criterion, we will go over vocabulary one words. Test is on Friday, November 17.
Power Standards/objectives:
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.3 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and
mechanics.
Thursday, November 16, 2006
• Today we will be in the media center.
• You are to get a red dot book to read.
• Mr. Waymouth will give an introduction to the library.
• You need to complete library scavenger hunt sheet.
• Study for vocabulary one test which is tomorrow-Friday.
Power Standards/objectives:
Visit and become acquainted with media center.
Friday, November 17, 2006
• Vocabulary one test today.
• Review Literature Textbook Preview.
• If have time, introduction of the story “The Sniper.”
• Introduce “Reading Strategies” to use for the story.
Power Standards/objectives:
Reading: Literary Response and Analysis
9.2.5 Analyze the trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past)
Sunday, November 05, 2006
English 9A
English 9A
Syllabus
November 6-10, 2006
Trimester I-Second Six Weeks
Week Six
Monday, November 6, 2006
• Review and discuss final exam.
• Review vocabulary words lessons 6-9 for test on Wednesday.
• Discuss any make-up work.
• Continue with The Odyssey.
• Go over grammar not covered.
Tuesday, November 7, 2006
• In lab today working on reflection.
• In class, continue with The Odyssey and grammar.
• Review for vocabulary test on Wednesday.
Wednesday, November 8, 2006
• Test over vocabulary words and roots lessons 6-9.
• Correct paragraphs for usage, grammar, and punctuation errors.
• Complete grammar review.
• Study for exam if have time.
Thursday, November 9, 2006
• Period 1 English 9A exam.
Friday, November 10, 2006
• Period 2 English 9A exam.
Reminders:
• Be sure to hand in study guides for credit.
• Make sure all red dot books tests are made up.
• Make sure all business letters are turned in.
• Do not throw any vocabulary lessons away. You will use these for English 9B.
• Make sure you have your notebook with you on the first day of English 9B.
Good luck next trimester. I will not see any of you because I do not teach any English 9B classes. I enjoyed having all of you in class. If you need anything, just let me know.
Mrs. G.
Syllabus
November 6-10, 2006
Trimester I-Second Six Weeks
Week Six
Monday, November 6, 2006
• Review and discuss final exam.
• Review vocabulary words lessons 6-9 for test on Wednesday.
• Discuss any make-up work.
• Continue with The Odyssey.
• Go over grammar not covered.
Tuesday, November 7, 2006
• In lab today working on reflection.
• In class, continue with The Odyssey and grammar.
• Review for vocabulary test on Wednesday.
Wednesday, November 8, 2006
• Test over vocabulary words and roots lessons 6-9.
• Correct paragraphs for usage, grammar, and punctuation errors.
• Complete grammar review.
• Study for exam if have time.
Thursday, November 9, 2006
• Period 1 English 9A exam.
Friday, November 10, 2006
• Period 2 English 9A exam.
Reminders:
• Be sure to hand in study guides for credit.
• Make sure all red dot books tests are made up.
• Make sure all business letters are turned in.
• Do not throw any vocabulary lessons away. You will use these for English 9B.
• Make sure you have your notebook with you on the first day of English 9B.
Good luck next trimester. I will not see any of you because I do not teach any English 9B classes. I enjoyed having all of you in class. If you need anything, just let me know.
Mrs. G.
Sunday, October 29, 2006
English 9A
English 9A
Syllabus
October 30-November 3, 2006
Second Six Weeks
Week Five
Monday, October 30, 2006
• At the end of the class, I will conference about grades.
• Red dot book tests today during class.
• I will collect red dot book project-business letter.
• Continue with “The Odyssey.”
• We will watch an introduction on the beginning, and you will take notes.
• Vocabulary 9 is due on Tuesday-test on Thursday.
Tuesday, October 31, 2006
• We will go over vocabulary 9 words.
• We will discuss the definition of a hero.
• We will continue with “The Odyssey.”
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
• Capitalization exercises will be covered.
Wednesday, November 1, 2006
• Watch “Calypso” portion of The Odyssey movie.
• Compare/contrast song and poem.
• Continue with capitalization if needed.
• Read essay over “The Odyssey,” and make corrections in spelling, punctuation, capitalization, and verb tense.
Thursday, November 2, 2006
• Vocabulary 9 test.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify/discuss the Homeric simile.
• Practice writing Homeric Similes.
Friday, November 3, 2006
• In lab for criterion writing.
• Hand out final exam study guide.
Power Standards/Objectives:
Vocabulary
9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words. origin and meaning of new words
Reading
9.3.4 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Read and interpret the EPIC
Apply a variety of reading strategies to epic poetry with emphasis on monitoring
the comprehension of the epic.
Writing:
• 9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Final Exams are next Thursday and
Syllabus
October 30-November 3, 2006
Second Six Weeks
Week Five
Monday, October 30, 2006
• At the end of the class, I will conference about grades.
• Red dot book tests today during class.
• I will collect red dot book project-business letter.
• Continue with “The Odyssey.”
• We will watch an introduction on the beginning, and you will take notes.
• Vocabulary 9 is due on Tuesday-test on Thursday.
Tuesday, October 31, 2006
• We will go over vocabulary 9 words.
• We will discuss the definition of a hero.
• We will continue with “The Odyssey.”
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
• Capitalization exercises will be covered.
Wednesday, November 1, 2006
• Watch “Calypso” portion of The Odyssey movie.
• Compare/contrast song and poem.
• Continue with capitalization if needed.
• Read essay over “The Odyssey,” and make corrections in spelling, punctuation, capitalization, and verb tense.
Thursday, November 2, 2006
• Vocabulary 9 test.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify/discuss the Homeric simile.
• Practice writing Homeric Similes.
Friday, November 3, 2006
• In lab for criterion writing.
• Hand out final exam study guide.
Power Standards/Objectives:
Vocabulary
9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words. origin and meaning of new words
Reading
9.3.4 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Read and interpret the EPIC
Apply a variety of reading strategies to epic poetry with emphasis on monitoring
the comprehension of the epic.
Writing:
• 9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Final Exams are next Thursday and
ELL 1A
ELL I A
Syllabus
October 30-November 3, 2006
Second Six Weeks
Week Five
Monday, October 30, 2006
• Discuss/conference about grades.
• Review pronouns and use them in a sentence.
• Begin unit on “Bridging the Gap.”
• Use a K-W-L chart.
• Reading strategy is “How to connect new information to what you know.”
o Read the title and look at the illustrations.
o Write what you know in the first column of your chart.
o Write questions in the second column.
o After you read, write the answers in the last column.
o Review what you wrote to see the connections.
• Write vocabulary words and definitions.
Tuesday, October 31, 2006
• Review pronouns.
• Go over vocabulary words.
• Review Point of View.
• Read “Teammates,” by Peter Golenbock.
• Answer questions “Before you move on,” p. 107. If have time, discuss.
Wednesday, November 1, 2006
• In-service-this is a half day, and period 5 does not meet.
Thursday, November 2, 2006
• Discuss the questions from “Baseball begins to change.”
• Read “Jackie Makes the Team,” pp. 108-109.
• Answer the “Before you move on,” p. 109.
• Discuss the answers.
Friday, November 3, 2006
• In lab today, for criterion writing.
• If have time, read “Pee Wee Takes a Stand.”
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9. 3.7 Determine character traits by what the characters say about themselves in narration
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Writing Applications:
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
Final Exams are next Thursday and Friday
Syllabus
October 30-November 3, 2006
Second Six Weeks
Week Five
Monday, October 30, 2006
• Discuss/conference about grades.
• Review pronouns and use them in a sentence.
• Begin unit on “Bridging the Gap.”
• Use a K-W-L chart.
• Reading strategy is “How to connect new information to what you know.”
o Read the title and look at the illustrations.
o Write what you know in the first column of your chart.
o Write questions in the second column.
o After you read, write the answers in the last column.
o Review what you wrote to see the connections.
• Write vocabulary words and definitions.
Tuesday, October 31, 2006
• Review pronouns.
• Go over vocabulary words.
• Review Point of View.
• Read “Teammates,” by Peter Golenbock.
• Answer questions “Before you move on,” p. 107. If have time, discuss.
Wednesday, November 1, 2006
• In-service-this is a half day, and period 5 does not meet.
Thursday, November 2, 2006
• Discuss the questions from “Baseball begins to change.”
• Read “Jackie Makes the Team,” pp. 108-109.
• Answer the “Before you move on,” p. 109.
• Discuss the answers.
Friday, November 3, 2006
• In lab today, for criterion writing.
• If have time, read “Pee Wee Takes a Stand.”
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9. 3.7 Determine character traits by what the characters say about themselves in narration
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Writing Applications:
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
Final Exams are next Thursday and Friday
Sunday, October 22, 2006
ELL IA
ELL I A
Syllabus
October 23-27, 2006
Second Six Weeks
Week Four
Monday, October 23, 2006
• You will write in your black portfolio.
• After this, we will begin the Unit 2 “Beyond the Color Lines.” This begins on page 90.
• You need to write the vocabulary word down in your binder. Make sure you have the definition. You will have a test over the words on Thursday.
• After we go over these, we will discuss the Reading Strategy “How to distinguish between fact and opinion.”
o Ask yourself: Can the information in the statement be checked?
o Ask yourself: Does the statement express a person’s thoughts, ideas, or feelings? Are there signal words like think, feel, or believe?
• We will practice this strategy before we begin reading. Everyone will work on the “Distinguish Facts and Opinions” sheet. You need to add your own. We will go over this.
• The “Key Points Reading” story “Beyond the Color Lines” will allow us to practice identifying statements used as opinion. We will go over this together when finished.
• If have time, we will read outside reading books.
Tuesday, October 24, 2006
• Write in your black portfolios.
• You will begin reading the story Janelle: “The Same as Anyone Else” on pp. 92-93.
• After reading, you are to answer the questions on p. 93 “Before You Move On.” You need to complete the Viewing, Inference, and Vocabulary ones.
• The next selection we will read is Jenny: “Different on the Outside” on pp. 94-95. At the end of the selection you need to answer the “Before You Move On” questions. These are summary, paraphrase, and making decisions. These are on page 95.
• You will begin filling in the “What’s Your Opinion About It?” chart.
Wednesday, October 25, 2006
• Write in your black portfolios.
• Discuss the stories of Janelle and Jenny.
• Finish any material we did not have time to cover.
• Begin the story Christian: “Team Spirit” on pp. 96-97.
• You need to answer the “Before You Move On” questions on p. 97. They will cover comparison, details, and vocabulary. We will go over the answers.
• You will have a vocabulary test and unit test on Thursday.
• We will work on verbs.
• Read outside books if have time.
Thursday, October 26, 2006
• We will review all of the stories and vocabulary.
• You will have a test over all of this.
Friday, October 27, 2006
• You will read red dot books.
• We will be working on grammar the rest of the hour.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9. 3.7 Determine character traits by what the characters say about themselves in narration
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Writing Applications:
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
Syllabus
October 23-27, 2006
Second Six Weeks
Week Four
Monday, October 23, 2006
• You will write in your black portfolio.
• After this, we will begin the Unit 2 “Beyond the Color Lines.” This begins on page 90.
• You need to write the vocabulary word down in your binder. Make sure you have the definition. You will have a test over the words on Thursday.
• After we go over these, we will discuss the Reading Strategy “How to distinguish between fact and opinion.”
o Ask yourself: Can the information in the statement be checked?
o Ask yourself: Does the statement express a person’s thoughts, ideas, or feelings? Are there signal words like think, feel, or believe?
• We will practice this strategy before we begin reading. Everyone will work on the “Distinguish Facts and Opinions” sheet. You need to add your own. We will go over this.
• The “Key Points Reading” story “Beyond the Color Lines” will allow us to practice identifying statements used as opinion. We will go over this together when finished.
• If have time, we will read outside reading books.
Tuesday, October 24, 2006
• Write in your black portfolios.
• You will begin reading the story Janelle: “The Same as Anyone Else” on pp. 92-93.
• After reading, you are to answer the questions on p. 93 “Before You Move On.” You need to complete the Viewing, Inference, and Vocabulary ones.
• The next selection we will read is Jenny: “Different on the Outside” on pp. 94-95. At the end of the selection you need to answer the “Before You Move On” questions. These are summary, paraphrase, and making decisions. These are on page 95.
• You will begin filling in the “What’s Your Opinion About It?” chart.
Wednesday, October 25, 2006
• Write in your black portfolios.
• Discuss the stories of Janelle and Jenny.
• Finish any material we did not have time to cover.
• Begin the story Christian: “Team Spirit” on pp. 96-97.
• You need to answer the “Before You Move On” questions on p. 97. They will cover comparison, details, and vocabulary. We will go over the answers.
• You will have a vocabulary test and unit test on Thursday.
• We will work on verbs.
• Read outside books if have time.
Thursday, October 26, 2006
• We will review all of the stories and vocabulary.
• You will have a test over all of this.
Friday, October 27, 2006
• You will read red dot books.
• We will be working on grammar the rest of the hour.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9. 3.7 Determine character traits by what the characters say about themselves in narration
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Writing Applications:
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
English 9A
English 9A
Syllabus
October 23-27, 2006
Second Six Weeks
Week Four
Monday, October 23, 2006
• An introduction/definition of the term “allusion” will be given, and you will work on examples.
• After this is done, we will begin with the unit over “The Scarlet Ibis” pp. 315-324.
o You need to do the “Words to Own” (5) for the story.
o Be sure to copy the word, definition, and part of speech.
o In addition to these five words, you need to copy, define, and write the part of speech of the following numbered words found throughout the pages of the story “Scarlet Ibis.” #1, #2, #3, #5, #6, #8, #9, #10, #13, #16, #17, #19, and #20.
• After this, you are to turn to p. 324 read and then complete a summary over “Meet the Writer.” We will begin the story on Tuesday.
• In English Workshop books, you will need to begin the unit over “Capitalization.” Read pp. 245-248. Complete Exercise 4 on page 248- 1-15.
• If have time, you may read outside red dot book or work on vocabulary 8.
Tuesday, October 24, 2006
• We will go over the “Words to Own” and other words from “Scarlet Ibis.”
• Collect the summary of “Meet the Writer.”
• We will go over the capitalization exercise on p. 248.
• Hand out the study guide for the story.
• Begin reading and completing the study guide.
• We will go over Vocabulary 8 on Wednesday.
Wednesday, October 25, 2006
• Finish and discuss the “Scarlet Ibis” and study guide questions.
• Review for a test tomorrow.
• Go over Vocabulary 8 words-test on Friday.
• Discuss PowerPoint Projects.
• If have time, begin unit over The Odyssey.
• Continue with capitalization—read pp. 251-exercise 6-complete even numbers.
Thursday, October 26, 2006
• Test over the “Scarlet Ibis” and vocabulary words.
• Begin PowerPoint projects-sharing computers.
• Introduction to The Odyssey.
Friday, October 27, 2006
• Vocabulary 8 test.
• Finish unit over capitalization.
• Continue with PowerPoint projects.
• Continue with Odyssey.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
9.1.3 Use knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
and interpret what the words imply.
.
9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Writing:
9.5.5. Write documents related to career development, including simple business letters and job applications that:
Presents information purposefully and in brief to meet the needs of the intended audience.
Follow a conventional business letter format.
Reminders:
Don’t forget to take a red dot book test. The test must be taken in our classroom, and I must be there when you take it. You need to write a business letter following the format I gave you. This is the book project for the second six weeks.
Syllabus
October 23-27, 2006
Second Six Weeks
Week Four
Monday, October 23, 2006
• An introduction/definition of the term “allusion” will be given, and you will work on examples.
• After this is done, we will begin with the unit over “The Scarlet Ibis” pp. 315-324.
o You need to do the “Words to Own” (5) for the story.
o Be sure to copy the word, definition, and part of speech.
o In addition to these five words, you need to copy, define, and write the part of speech of the following numbered words found throughout the pages of the story “Scarlet Ibis.” #1, #2, #3, #5, #6, #8, #9, #10, #13, #16, #17, #19, and #20.
• After this, you are to turn to p. 324 read and then complete a summary over “Meet the Writer.” We will begin the story on Tuesday.
• In English Workshop books, you will need to begin the unit over “Capitalization.” Read pp. 245-248. Complete Exercise 4 on page 248- 1-15.
• If have time, you may read outside red dot book or work on vocabulary 8.
Tuesday, October 24, 2006
• We will go over the “Words to Own” and other words from “Scarlet Ibis.”
• Collect the summary of “Meet the Writer.”
• We will go over the capitalization exercise on p. 248.
• Hand out the study guide for the story.
• Begin reading and completing the study guide.
• We will go over Vocabulary 8 on Wednesday.
Wednesday, October 25, 2006
• Finish and discuss the “Scarlet Ibis” and study guide questions.
• Review for a test tomorrow.
• Go over Vocabulary 8 words-test on Friday.
• Discuss PowerPoint Projects.
• If have time, begin unit over The Odyssey.
• Continue with capitalization—read pp. 251-exercise 6-complete even numbers.
Thursday, October 26, 2006
• Test over the “Scarlet Ibis” and vocabulary words.
• Begin PowerPoint projects-sharing computers.
• Introduction to The Odyssey.
Friday, October 27, 2006
• Vocabulary 8 test.
• Finish unit over capitalization.
• Continue with PowerPoint projects.
• Continue with Odyssey.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
9.1.3 Use knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
and interpret what the words imply.
.
9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Writing:
9.5.5. Write documents related to career development, including simple business letters and job applications that:
Presents information purposefully and in brief to meet the needs of the intended audience.
Follow a conventional business letter format.
Reminders:
Don’t forget to take a red dot book test. The test must be taken in our classroom, and I must be there when you take it. You need to write a business letter following the format I gave you. This is the book project for the second six weeks.
Sunday, October 15, 2006
ELL 1A
ELL I A
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Because we did not finish everything on Friday, we will do the following.
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
• Quiz over verbs on Thursday.
Tuesday, October 17, 2006
• Continue with summary writing.
• Explain Annotated Bibliographies.
Wednesday, October 18, 2006
• The class does not meet today because we have a half day.
Thursday, October 19, 2006
• Test over tenses of verbs
• You can begin typing your summaries.
• Read red dot books.
• Discuss business letter format.
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Writing: English Language Conventions9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Because we did not finish everything on Friday, we will do the following.
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
• Quiz over verbs on Thursday.
Tuesday, October 17, 2006
• Continue with summary writing.
• Explain Annotated Bibliographies.
Wednesday, October 18, 2006
• The class does not meet today because we have a half day.
Thursday, October 19, 2006
• Test over tenses of verbs
• You can begin typing your summaries.
• Read red dot books.
• Discuss business letter format.
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Writing: English Language Conventions9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Saturday, October 14, 2006
English 9A
English 9A
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Vocabulary 7 test.
• Discuss and continue working on Annotative Bibliographies.
• Annotated Bibliographies are due on Wednesday.
• Introduction to subject/verb agreement. Chapter 14 in English Workbook Handbook.
• Cover pp. 173-178. Homework for Tuesday.
Tuesday, October 17, 2006
• Continue with subject/verb agreement, pp. 179-184.
• We will complete the Review Exercise on p. 185.
• Quiz over subject/verb agreement on Wednesday.
• Reminder that Annotated Bibliographies are due on Wednesday.
Wednesday, October 18, 2006
• Collect Annotated Bibliographies.
• Quiz over subject/verb agreement.
• Hand out Vocabulary 8. This assignment will be due on Tuesday, October 24.
Thursday, October 19, 2006
• Half-day and periods 1 and 2 do not meet.
Have a Happy Fall Break and a Safe One.
Power Standards/ Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
9.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings)
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Vocabulary 7 test.
• Discuss and continue working on Annotative Bibliographies.
• Annotated Bibliographies are due on Wednesday.
• Introduction to subject/verb agreement. Chapter 14 in English Workbook Handbook.
• Cover pp. 173-178. Homework for Tuesday.
Tuesday, October 17, 2006
• Continue with subject/verb agreement, pp. 179-184.
• We will complete the Review Exercise on p. 185.
• Quiz over subject/verb agreement on Wednesday.
• Reminder that Annotated Bibliographies are due on Wednesday.
Wednesday, October 18, 2006
• Collect Annotated Bibliographies.
• Quiz over subject/verb agreement.
• Hand out Vocabulary 8. This assignment will be due on Tuesday, October 24.
Thursday, October 19, 2006
• Half-day and periods 1 and 2 do not meet.
Have a Happy Fall Break and a Safe One.
Power Standards/ Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
9.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings)
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
Sunday, October 08, 2006
English 9A
English 9A
Syllabus
October 9-13, 2006
Second Six Weeks
Week Two
Monday, October 9, 2006
• Vocabulary 7 words due on Tuesday.
• Go over the short story “The Necklace.”
• Discuss the study guide.
• Quiz over the story on Tuesday.
• If have time, introduction to Greek Mythology.
• Check rough drafts of comparison/contrast essays.
Homework:
Check rough drafts to make sure you have used the SEE (Statement, Extension, and Elaboration Method. It is in the packet I gave you on Comparison/contrast writing.
Power Standards/Objectives
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Tuesday, October 10, 2006
• Quiz over “The Necklace.”
• Go over Vocabulary 7.
• We are going to use “Color-Coding” to evaluate transitions. This is on p. 180 of your packet. Tomorrow we will be in the lab for criterion writing.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• You will look and choose a Greek god or goddess.
Power Standards/Objectives
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Edit and proofread one’s own writing, as well as that of others
Wednesday, October 11, 2006
In lab working on criterion writing. Final comparison/contrast essay will be inserted into criterion.
Continue working on mythology project.
Power Standards/Objectives:
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing..
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Thursday, October 12, 2006
• Spend the time in class working on research for mythology project.
• We will cover all the material needed.
• Friday, vocabulary 7 test.
Power Standards/Objectives:
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Friday, October 13, 2006
• Vocabulary test.
• Read mythology material.
• Read “The Scarlet Ibis,” and complete the study guide. This is due on Monday.
Power Standards/Objectives:
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Important Dates:Friday, October 27, 2006: Red Dot Books due. Business letter due.
Syllabus
October 9-13, 2006
Second Six Weeks
Week Two
Monday, October 9, 2006
• Vocabulary 7 words due on Tuesday.
• Go over the short story “The Necklace.”
• Discuss the study guide.
• Quiz over the story on Tuesday.
• If have time, introduction to Greek Mythology.
• Check rough drafts of comparison/contrast essays.
Homework:
Check rough drafts to make sure you have used the SEE (Statement, Extension, and Elaboration Method. It is in the packet I gave you on Comparison/contrast writing.
Power Standards/Objectives
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Tuesday, October 10, 2006
• Quiz over “The Necklace.”
• Go over Vocabulary 7.
• We are going to use “Color-Coding” to evaluate transitions. This is on p. 180 of your packet. Tomorrow we will be in the lab for criterion writing.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• You will look and choose a Greek god or goddess.
Power Standards/Objectives
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Edit and proofread one’s own writing, as well as that of others
Wednesday, October 11, 2006
In lab working on criterion writing. Final comparison/contrast essay will be inserted into criterion.
Continue working on mythology project.
Power Standards/Objectives:
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing..
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Thursday, October 12, 2006
• Spend the time in class working on research for mythology project.
• We will cover all the material needed.
• Friday, vocabulary 7 test.
Power Standards/Objectives:
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Friday, October 13, 2006
• Vocabulary test.
• Read mythology material.
• Read “The Scarlet Ibis,” and complete the study guide. This is due on Monday.
Power Standards/Objectives:
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Important Dates:Friday, October 27, 2006: Red Dot Books due. Business letter due.
ELL I A
ELL I A
Syllabus
October 9-13, 2006
Trimester I
Second Six Weeks- Week Two
Monday, October 9, 2006
• Write in black portfolio.
• Daily Oral Language
• Review Inspiration Web.
• Begin composing story from interview.
• Study words from “Keeping Quilt.”
• Test over these and story if have time.
Tuesday, October 10, 2006
• Finish test if did not have time on Monday.
• We will go over the packet on verb tenses from the “The Quilting Bee.”
• Tomorrow we are in lab for criterion writing.
• I will check to see if everyone has a new red dot book.
Wednesday, October 11, 2006
• In lab for criterion writing.
• Type story from interview if did not complete this.
• If finished, read red dot books.
Thursday, October 12, 2006
• Introduction to research and the Internet.
• I will explain the PowerPoint Presentation you will be making.
• I will model note taking.
• We will discuss topics and begin researching.
•
Friday, October 13, 2006
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
Red dot books are due on Friday, October 27, 2006
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Syllabus
October 9-13, 2006
Trimester I
Second Six Weeks- Week Two
Monday, October 9, 2006
• Write in black portfolio.
• Daily Oral Language
• Review Inspiration Web.
• Begin composing story from interview.
• Study words from “Keeping Quilt.”
• Test over these and story if have time.
Tuesday, October 10, 2006
• Finish test if did not have time on Monday.
• We will go over the packet on verb tenses from the “The Quilting Bee.”
• Tomorrow we are in lab for criterion writing.
• I will check to see if everyone has a new red dot book.
Wednesday, October 11, 2006
• In lab for criterion writing.
• Type story from interview if did not complete this.
• If finished, read red dot books.
Thursday, October 12, 2006
• Introduction to research and the Internet.
• I will explain the PowerPoint Presentation you will be making.
• I will model note taking.
• We will discuss topics and begin researching.
•
Friday, October 13, 2006
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
Red dot books are due on Friday, October 27, 2006
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Sunday, October 01, 2006
ELL 1A
ELL IA
Syllabus
October 2-6, 2006
Second Six Weeks
Week One
Monday, October 2, 2006
• Write in black portfolio.
• Daily Oral Language
• We will check and see if essay corrections have been made.
• Introduction to Unit II “Fitting In.”
• Fill in graphic Organizer-mind map
• Discuss the unit and preview questions.
• Build and Vocabulary Lesson-Interview a family member. Use interview organizer for this.
• Work on verb tenses.
Tuesday, October 3, 2006
• Write in black portfolio.
• Daily Oral Language.
• Check Interview questions-I will collect them.
• On Wednesday, you will begin your story about a family member.
• Write the vocabulary words for “The Keeping Quilt.”
• Begin the story, “The Keeping Quilt.” Listen to it. Test is on Friday.
• Reading strategy- How to Preview and Predict.
Wednesday, October 4, 2006
• Write in black portfolio.
• Daily Oral Language.
• Go over the vocabulary words from “The Keeping Quilt.”
• Study words for test tomorrow.
• Begin writing story from interview. Underline verbs.
• Work on verb tense-look at pages 450-451 in your textbook for verb help.
Thursday, October 5, 2006
• Review vocabulary words from “The Keeping Quilt.”
• Test over the words.
• Work on “ Words for special days.” The definitions are in the glossary in the back of your textbook under Glossary.
• We will read the “The Quilting Bee” story and change underlined verbs to past tense.
• If have time, read outside reading books.
Friday, October 6, 2006
• Unit test over “The Keeping Quilt.”
• Type story from interview.
• Red dot book reading.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing Application
9.4.1 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Writing Process
9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Syllabus
October 2-6, 2006
Second Six Weeks
Week One
Monday, October 2, 2006
• Write in black portfolio.
• Daily Oral Language
• We will check and see if essay corrections have been made.
• Introduction to Unit II “Fitting In.”
• Fill in graphic Organizer-mind map
• Discuss the unit and preview questions.
• Build and Vocabulary Lesson-Interview a family member. Use interview organizer for this.
• Work on verb tenses.
Tuesday, October 3, 2006
• Write in black portfolio.
• Daily Oral Language.
• Check Interview questions-I will collect them.
• On Wednesday, you will begin your story about a family member.
• Write the vocabulary words for “The Keeping Quilt.”
• Begin the story, “The Keeping Quilt.” Listen to it. Test is on Friday.
• Reading strategy- How to Preview and Predict.
Wednesday, October 4, 2006
• Write in black portfolio.
• Daily Oral Language.
• Go over the vocabulary words from “The Keeping Quilt.”
• Study words for test tomorrow.
• Begin writing story from interview. Underline verbs.
• Work on verb tense-look at pages 450-451 in your textbook for verb help.
Thursday, October 5, 2006
• Review vocabulary words from “The Keeping Quilt.”
• Test over the words.
• Work on “ Words for special days.” The definitions are in the glossary in the back of your textbook under Glossary.
• We will read the “The Quilting Bee” story and change underlined verbs to past tense.
• If have time, read outside reading books.
Friday, October 6, 2006
• Unit test over “The Keeping Quilt.”
• Type story from interview.
• Red dot book reading.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing Application
9.4.1 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Writing Process
9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
English 9A
English 9A
Syllabus
Second Six Weeks
Week One
Monday, October 2, 2006
• Hand out and discuss red dot book project for this six weeks.
• Hand out study guide for “Thank you M’am; you will complete this.
• Quiz over “Thank you M’am” on Tuesday after discussing study guide.
• Introduce sentence fragments. We will go over this. Homework is the sheet over fragments and review exercise 4 on p. 64 in English Workshop book.
• We will locate fragments from advertisements.
Tuesday, October 3, 2006
• We will discuss the study guide and story.
• Short quiz over this.
• Review sentence fragment/run-ons.
• Quiz on Wednesday.
• Begin discussing “Harrison Bergeron.” You must know the words to own.
• Quiz over this on Wednesday.
Wednesday, October 4, 2006
• Quiz over sentence fragments/run-ons.
• Quiz over “Harrison Bergeron.”
• Review the sheets over Subject/Verb Agreement.
• Read red dot book.
Thursday, October 5, 2006
• You will be reading “The Gift of the Magi.” You are to complete the study guide using complete sentences and focusing on correct subject/verb agreement.
• Work on rough drafts.
• Read red dot books.
Friday, October 6, 2006
• Vocabulary six test.
• Continue working on Comparison/Contrast essays.
• Begin “The Scarlet Ibis.” Practice locating and writing about symbolism.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Syllabus
Second Six Weeks
Week One
Monday, October 2, 2006
• Hand out and discuss red dot book project for this six weeks.
• Hand out study guide for “Thank you M’am; you will complete this.
• Quiz over “Thank you M’am” on Tuesday after discussing study guide.
• Introduce sentence fragments. We will go over this. Homework is the sheet over fragments and review exercise 4 on p. 64 in English Workshop book.
• We will locate fragments from advertisements.
Tuesday, October 3, 2006
• We will discuss the study guide and story.
• Short quiz over this.
• Review sentence fragment/run-ons.
• Quiz on Wednesday.
• Begin discussing “Harrison Bergeron.” You must know the words to own.
• Quiz over this on Wednesday.
Wednesday, October 4, 2006
• Quiz over sentence fragments/run-ons.
• Quiz over “Harrison Bergeron.”
• Review the sheets over Subject/Verb Agreement.
• Read red dot book.
Thursday, October 5, 2006
• You will be reading “The Gift of the Magi.” You are to complete the study guide using complete sentences and focusing on correct subject/verb agreement.
• Work on rough drafts.
• Read red dot books.
Friday, October 6, 2006
• Vocabulary six test.
• Continue working on Comparison/Contrast essays.
• Begin “The Scarlet Ibis.” Practice locating and writing about symbolism.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Wednesday, September 27, 2006
ELL 1A
ELL A I
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses
English 9A
English 9A
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Tuesday, September 26, 2006
English 9A
ELL A I
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consis
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consis
English 9A
English 9A
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Monday, September 18, 2006
English 9A
English 9A
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• We will review Daily Oral Language.
• Review verb handout.
• Hand in Red Dot book projects.
• Discuss literary terms. Test on Friday.
• We will finish short story “The Birds.” If not, this is your homework.
• Reminder of ISTEP on Tuesday. Discuss strategies.
• Vocabulary 5 due on Tuesday.
I will hand out a hard copy of grades. These grades were emailed home on Friday, September 15, 2006. Signed copy needs to be returned on Wednesday.
Power Standards/Objective:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Tuesday, September 19, 2006
• This is ISTEP testing day. We will not meet periods 1 & 2.
• Be sure to have your literature and red dot book with you at testing so you will be able to read after you complete the test.
Wednesday, September 20, 2006
• Discuss short story “The Birds” and have a quiz over it.
• We will go over Vocabulary. Discuss unit vocabulary test lessons 1-5 for Friday.
• Discuss comparison/contrast essay using the film of “The Birds” and the short story. If have time, we will begin the film.
• You will use a comparison/contrast graphic organizer.
Power Standards/Objectives:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Thursday, September 21, 2006
• Review for vocabulary test.
• Work on fragments and run-ons in English Workshop-chapter 11.
• All students who need to take another red dot book test need to take it no later than Friday.
• Continue using comparison/contrast graphic organizer.
• Review information in English Workshop book pp. 19-23.
Power Standards/Objectives:
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Friday, September 22, 2006
• Test over literary terms.
• Test over vocabulary.
• Read outside reading books.
Important Dates:
Because of the testing, we may get behind so this syllabus may be changed.
Take your time on the ISTEP and read the questions and writing prompt very carefully.
Friday, September 29, 2006: End of the first six weeks.
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• We will review Daily Oral Language.
• Review verb handout.
• Hand in Red Dot book projects.
• Discuss literary terms. Test on Friday.
• We will finish short story “The Birds.” If not, this is your homework.
• Reminder of ISTEP on Tuesday. Discuss strategies.
• Vocabulary 5 due on Tuesday.
I will hand out a hard copy of grades. These grades were emailed home on Friday, September 15, 2006. Signed copy needs to be returned on Wednesday.
Power Standards/Objective:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Tuesday, September 19, 2006
• This is ISTEP testing day. We will not meet periods 1 & 2.
• Be sure to have your literature and red dot book with you at testing so you will be able to read after you complete the test.
Wednesday, September 20, 2006
• Discuss short story “The Birds” and have a quiz over it.
• We will go over Vocabulary. Discuss unit vocabulary test lessons 1-5 for Friday.
• Discuss comparison/contrast essay using the film of “The Birds” and the short story. If have time, we will begin the film.
• You will use a comparison/contrast graphic organizer.
Power Standards/Objectives:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Thursday, September 21, 2006
• Review for vocabulary test.
• Work on fragments and run-ons in English Workshop-chapter 11.
• All students who need to take another red dot book test need to take it no later than Friday.
• Continue using comparison/contrast graphic organizer.
• Review information in English Workshop book pp. 19-23.
Power Standards/Objectives:
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Friday, September 22, 2006
• Test over literary terms.
• Test over vocabulary.
• Read outside reading books.
Important Dates:
Because of the testing, we may get behind so this syllabus may be changed.
Take your time on the ISTEP and read the questions and writing prompt very carefully.
Friday, September 29, 2006: End of the first six weeks.
ELL 1A
ELL IA
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• You will receive a hard copy of your grades. The copy should be signed and returned on Tuesday. Email copies were sent on Friday, September 15, 2006.
• We will be working on test taking strategies today.
• We will go over Concepts and Vocabulary from Unit I.
Power Standards/Objectives:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, September 19, 2006
• All criterion essays need to be completed today.
• We will focus on reading comprehension today. We will read the selection “Code Talkers” using reading strategies. We will have an assessment.
• We will enter more new words into our Word Bank. Please make sure you define these.
• Introduce comparison/contrast writing.
• You will practice with graphic organizer.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, September 20, 2006
This class will not meet today because of ISTEP and the testing schedule.
Thursday, September 21, 2006
This class will not meet today because of ISTEP and the testing schedule.
Friday, September 21, 2006
• All red dot book tests need to be taken today.
• Continue with grammar and sentence structure.
• We will proof typed essays for correct sentence structure.
• Portfolios will be checked today.
• Read outside reading books.
• Finish all criterion essays.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
End of the six weeks is Friday, September 29, 2006
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• You will receive a hard copy of your grades. The copy should be signed and returned on Tuesday. Email copies were sent on Friday, September 15, 2006.
• We will be working on test taking strategies today.
• We will go over Concepts and Vocabulary from Unit I.
Power Standards/Objectives:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, September 19, 2006
• All criterion essays need to be completed today.
• We will focus on reading comprehension today. We will read the selection “Code Talkers” using reading strategies. We will have an assessment.
• We will enter more new words into our Word Bank. Please make sure you define these.
• Introduce comparison/contrast writing.
• You will practice with graphic organizer.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, September 20, 2006
This class will not meet today because of ISTEP and the testing schedule.
Thursday, September 21, 2006
This class will not meet today because of ISTEP and the testing schedule.
Friday, September 21, 2006
• All red dot book tests need to be taken today.
• Continue with grammar and sentence structure.
• We will proof typed essays for correct sentence structure.
• Portfolios will be checked today.
• Read outside reading books.
• Finish all criterion essays.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
End of the six weeks is Friday, September 29, 2006
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