English 9A
Syllabus
September 5-8, 2006
Week Three
Tuesday, September 5, 2006
• Daily Oral Language
• Vocabulary lesson three is due on Wednesday; test is on Friday.
• “I AM” poems-rough draft due. You will receive grading rubric.
• Final/polished poem is due on Wednesday. Please attach rubric.
• Introduction to “Personal Narrative” Writing.
• Brainstorm some ideas and discuss rough drafts.
• Begin short story “Poison.”
• Review verbs and assign sheet over this.
Power Standards/Objectives
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.3.4 Determine characters’ traits by what the characters say about themselves in narration.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Wednesday, September 6, 2006
• Daily Oral Language
• We will discuss Lesson Three Vocabulary.
• Discuss the grammar/verb assignment.
• Continue with “Poison.” Quiz on Thursday.
• Drafting “Personal Narrative.”
• Peer Review will be on Thursday after “Poison” quiz.
Power Standards/Objectives
9.5.1 Write biographical or autobiographical narratives or short stories that:
describe a sequence of events and communicate the significance of the events to the audience.
locate scenes and incidents in specific places.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Thursday, September 7, 2006
• Daily Oral Language
• Quiz over short story “Poison.”
• Peer edit narratives.
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.
Friday, September 8, 2006
• Vocabulary lesson three quiz.
• Personal Narratives due-type into criterion.
• Update Red Dot book material.
• Read books.
Power Standards/Objectives
9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Important Dates:
Tuesday, September 12, 2006: Red Dot Test and Project Due.
Monday, September 18, 2006: Week of ISTEP testing begins.
September 29, 2006: End of first six weeks
Monday, September 04, 2006
Sunday, August 27, 2006
English 9A
English 9A Syllabus
August 21-August 25, 2006
Week One
Monday, August 21, 2006
• DOL(Daily Oral Language)
• Go over vocabulary One words.
• Complete sentences using vocabulary words.
• Write words and definitions in binder.
• Review Literature Textbook Review.
• Introduction of the story “The Sniper.”
• Introduce “Reading Strategies” to use for the story.
Homework is to read the “Reading Matters” section and summarize to share with class. Explain/Model summary writing.
Power Standards/objectives:
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).
Understand strategies that will help in reading.
Tuesday, August 22, 2006
• DOL
• Discuss summaries of “Reading Matters” section.
• Continue with reading strategies and story.
• Discuss the writing process pages 1-10 in grammar book excerpt.
• Journal about the story elements in “The Sniper.”
• Short assessment over story “The Sniper.”
Homework is to practice a reading strategy with handout.
Power Standards/objectives:
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Revisit and review the writing process.
Revisit and review reading strategies.
Wednesday, August 23, 2006
• Visit Media Center to get Red Dot Book.
• Complete Library Scavenger Hunt with partners.
• Fill out information about book in binder section.
• Review Vocabulary One words.
Visit and become acquainted with the PHS Media Center.
Homework: Begin reading Red Dot books, and writing questions in binder section.
Thursday, August 24, 2006
• DOL
• Chapter Two Grammar lesson- Main ideas, unity, and coherence.
Friday, August 25, 2006
• Vocabulary One test.
• Assign Vocabulary Two for Monday.
• Explain and model a new reading strategy to use while reading.
• Assign Red Dot book reading.
August 21-August 25, 2006
Week One
Monday, August 21, 2006
• DOL(Daily Oral Language)
• Go over vocabulary One words.
• Complete sentences using vocabulary words.
• Write words and definitions in binder.
• Review Literature Textbook Review.
• Introduction of the story “The Sniper.”
• Introduce “Reading Strategies” to use for the story.
Homework is to read the “Reading Matters” section and summarize to share with class. Explain/Model summary writing.
Power Standards/objectives:
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).
Understand strategies that will help in reading.
Tuesday, August 22, 2006
• DOL
• Discuss summaries of “Reading Matters” section.
• Continue with reading strategies and story.
• Discuss the writing process pages 1-10 in grammar book excerpt.
• Journal about the story elements in “The Sniper.”
• Short assessment over story “The Sniper.”
Homework is to practice a reading strategy with handout.
Power Standards/objectives:
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Revisit and review the writing process.
Revisit and review reading strategies.
Wednesday, August 23, 2006
• Visit Media Center to get Red Dot Book.
• Complete Library Scavenger Hunt with partners.
• Fill out information about book in binder section.
• Review Vocabulary One words.
Visit and become acquainted with the PHS Media Center.
Homework: Begin reading Red Dot books, and writing questions in binder section.
Thursday, August 24, 2006
• DOL
• Chapter Two Grammar lesson- Main ideas, unity, and coherence.
Friday, August 25, 2006
• Vocabulary One test.
• Assign Vocabulary Two for Monday.
• Explain and model a new reading strategy to use while reading.
• Assign Red Dot book reading.
ELL 1A
ELL I A
Mrs. Gifford
Syllabus
August 21-25, 2006
Week One
Monday, August 21, 2006
• Complete DOL (Daily Oral Language).
• Assessment over common and proper nouns.
• Go over textbook preview.
• Make sure portfolios have sections to keep material.
• Go over reading strategies PowerPoint. Explain the strategies. Hand out a hard copy.
• Go over the writing process. Begin with paragraphs.
• Hand out and explain vocabulary from content classes.
Standard 4
WRITING: Processes and Features
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Understanding strategies that will help in reading.
Tuesday, August 22, 2006
• Explain count nouns. Test over nouns on Friday.
• Work on singular and plural nouns.
• Introduce articles with nouns.
• Work on topic sentence of paragraph.
• Introduction to vocabulary.
Power Standards/objectives: Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, August 23, 2006
• Go to Media Center and get Red Dot books.
• Scavenger hunt in library.
• Complete reading assessment sheet.
• Assign Red Dot book project.
• Introduce a new reading strategy.
Thursday, August 24, 2006
• Review nouns for test on Friday.
• Model reading strategy for reading Red Dot books.
• Work on comprehension exercise.
Friday, August 25, 2006
• Test over nouns.
• Introduce vocabulary words for “The Power of Poetry” section by Gary Soto.
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Mrs. Gifford
Syllabus
August 21-25, 2006
Week One
Monday, August 21, 2006
• Complete DOL (Daily Oral Language).
• Assessment over common and proper nouns.
• Go over textbook preview.
• Make sure portfolios have sections to keep material.
• Go over reading strategies PowerPoint. Explain the strategies. Hand out a hard copy.
• Go over the writing process. Begin with paragraphs.
• Hand out and explain vocabulary from content classes.
Standard 4
WRITING: Processes and Features
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
Understanding strategies that will help in reading.
Tuesday, August 22, 2006
• Explain count nouns. Test over nouns on Friday.
• Work on singular and plural nouns.
• Introduce articles with nouns.
• Work on topic sentence of paragraph.
• Introduction to vocabulary.
Power Standards/objectives: Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, August 23, 2006
• Go to Media Center and get Red Dot books.
• Scavenger hunt in library.
• Complete reading assessment sheet.
• Assign Red Dot book project.
• Introduce a new reading strategy.
Thursday, August 24, 2006
• Review nouns for test on Friday.
• Model reading strategy for reading Red Dot books.
• Work on comprehension exercise.
Friday, August 25, 2006
• Test over nouns.
• Introduce vocabulary words for “The Power of Poetry” section by Gary Soto.
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
ELL 1A
ELL I A Syllabus
Mrs. Gifford
August 28 - September 1, 2006
Monday, August 28, 2006
• We will continue with count nouns. __________
• We will have short quiz over these. __________
• Vocabulary cards for Gary Soto’s Unit on Power Poetry need to be made. Add the term “mood” to the list. Test over the unit is tomorrow-Tuesday. ________
• Discuss the different selections by Gary Soto.
• Discuss the 36 academic terms used for book parts and content subjects. __________
• We will continue with DOL material. ____________
• You will receive your Criterion Student Number for first Criterion Writing 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.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
Tuesday, August 29, 2006
• Test over Gary Soto unit. __________
• Begin unit over verbs. _______________
• Introduction to Unit Two. You will preview and predict what the story is about through answering the question, “In what ways can walls tell stories?” You are to look through the selection, looking at pictures and reading the captions for ideas to share. Write ideas on sticky notes. ________________
• What is the genre of this selection? We will discuss this. _________________
• We will make vocabulary cards for “Talking Walls” unit. _________________
• Reading strategy is relating main ideas and details (note taking chart/ main idea-detail chart). ___________________
Power Standards/Objectives:
9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
Wednesday, August 30, 2006
• We will be in lab for first Criterion Writing. _______________________
• Continue working on “Talking Walls” unit. _______________________
• We will discuss writing paragraphs. _______________________
• You will write a paragraph over a question on page 32 in your High Point books. This is due on Thursday. ___________________________
Power Standards/Objectives:
Organization and Focus
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.
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
Thursday, August 31, 2006
• I will collect your paragraphs over question on page 32. __________________
• We will complete the exercise over Subjects/Predicates (Grammar in Context) on page 33 in your book. ____________________________
• You will also complete the subject/predict sheet I give you. _____________
• You are to write five sentences underlining subject and predicate reflecting on the mural selections we read in class. These will be collected on Friday. _________________________
Power Standards/Objectives:
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
Friday, September 1, 2006
• Review all notes from “Talking Walls.” We will have a quiz over this unit. __________________
• Review vocabulary for this unit. Test over vocabulary and reading strategy: Relate Main Ideas and Details will be on Tuesday, September 5. _________________
• Discuss mural project. _________________________
A Look Ahead:
Tuesday, August 29, 2006: Quiz over Gary Soto unit.
Thursday, August 31, 2006: paragraph over question due.
Friday, September 1, 2006: Quiz over “Talking Walls,” and five sentences underlining subject and predicate due.
Tuesday, September 5, 2006: Test over vocabulary and reading strategy- “Talking Walls”
Tuesday, September 12, 2006: RED DOT BOOK TEST AND PROJECT DUE.
Wednesday, September 13, 2006: First Trimester Open House- We will make invitations for your family to come.
Monday, September 18, 2006: Week of ISTEP testing begins.
September 29, 2006: End of first six weeks
Have a very happy, safe, and fun Blueberry Weekend. Please make sure you are reading your Red Dot book each night, and you are working on your information for your project.
Mrs. Gifford
August 28 - September 1, 2006
Monday, August 28, 2006
• We will continue with count nouns. __________
• We will have short quiz over these. __________
• Vocabulary cards for Gary Soto’s Unit on Power Poetry need to be made. Add the term “mood” to the list. Test over the unit is tomorrow-Tuesday. ________
• Discuss the different selections by Gary Soto.
• Discuss the 36 academic terms used for book parts and content subjects. __________
• We will continue with DOL material. ____________
• You will receive your Criterion Student Number for first Criterion Writing 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.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
Tuesday, August 29, 2006
• Test over Gary Soto unit. __________
• Begin unit over verbs. _______________
• Introduction to Unit Two. You will preview and predict what the story is about through answering the question, “In what ways can walls tell stories?” You are to look through the selection, looking at pictures and reading the captions for ideas to share. Write ideas on sticky notes. ________________
• What is the genre of this selection? We will discuss this. _________________
• We will make vocabulary cards for “Talking Walls” unit. _________________
• Reading strategy is relating main ideas and details (note taking chart/ main idea-detail chart). ___________________
Power Standards/Objectives:
9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
Wednesday, August 30, 2006
• We will be in lab for first Criterion Writing. _______________________
• Continue working on “Talking Walls” unit. _______________________
• We will discuss writing paragraphs. _______________________
• You will write a paragraph over a question on page 32 in your High Point books. This is due on Thursday. ___________________________
Power Standards/Objectives:
Organization and Focus
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.
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
Thursday, August 31, 2006
• I will collect your paragraphs over question on page 32. __________________
• We will complete the exercise over Subjects/Predicates (Grammar in Context) on page 33 in your book. ____________________________
• You will also complete the subject/predict sheet I give you. _____________
• You are to write five sentences underlining subject and predicate reflecting on the mural selections we read in class. These will be collected on Friday. _________________________
Power Standards/Objectives:
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
Friday, September 1, 2006
• Review all notes from “Talking Walls.” We will have a quiz over this unit. __________________
• Review vocabulary for this unit. Test over vocabulary and reading strategy: Relate Main Ideas and Details will be on Tuesday, September 5. _________________
• Discuss mural project. _________________________
A Look Ahead:
Tuesday, August 29, 2006: Quiz over Gary Soto unit.
Thursday, August 31, 2006: paragraph over question due.
Friday, September 1, 2006: Quiz over “Talking Walls,” and five sentences underlining subject and predicate due.
Tuesday, September 5, 2006: Test over vocabulary and reading strategy- “Talking Walls”
Tuesday, September 12, 2006: RED DOT BOOK TEST AND PROJECT DUE.
Wednesday, September 13, 2006: First Trimester Open House- We will make invitations for your family to come.
Monday, September 18, 2006: Week of ISTEP testing begins.
September 29, 2006: End of first six weeks
Have a very happy, safe, and fun Blueberry Weekend. Please make sure you are reading your Red Dot book each night, and you are working on your information for your project.
English 9A
English 9 A Syllabus
Mrs. Gifford
August 28 - September 1, 2006
Monday, August 28, 2006
• Red dot book tests will be on September 12. Red dot book projects are also due.
• You will be given a six week grade update.
• DOL (Daily Oral Language) weekly sheet.
• 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. Study guide due before we go to writing lab.
• Begin listening to the story and use the reading strategy “dialogue with text.”
• Vocabulary word “Lesson Two” due on Tuesday.
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, August 29, 2006
• DOL
• You will receive your Criterion Writing Student Identification Number.
• We will go over Vocabulary Two words. Test is on Friday, September 1.
• Continue with “The Most Dangerous Game.” Quiz on Thursday.
• 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, August 30, 2006
• We will go to writing lab to write first Criterion Essay. After this, we will go over study guide “The Most Dangerous Game.”
• We will review for quiz over “The Most Dangerous Game” and verbs.
• You will be introduced to the “I Am” poem for you and a character from “The Most Dangerous Game.” This is due tomorrow-Thursday.
Power Standards/Objectives
Evaluation and Revision
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
Thursday, August 31, 2006
• Mr. Waymouth speaks on researching.
• After this, you will have a quiz over “The Most Dangerous Game.”
• I will collect “I Am” poems.
• We will review for vocabulary test. Explain the process.
• Catch up on DOL material.
• Begin the short story “Poison.”
• You will read the rest of short story for homework.
Power Standards/Objectives:
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.
Friday, September 1, 2006
• Vocabulary test over Lesson Two.
• Go over “Most Dangerous Game” quiz.
• Introduction to the short story “Poison.”
Power Standards/Objectives:
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work
Have a very fun, happy, and safe Blueberry Weekend. Please make sure you are reading your Red Dot book each night and working on your information for your project.
A Look Ahead:
Thursday, August 31, 2006: Quiz over “The Most Dangerous Game.”
Friday, September 1, 2006: Test over Vocabulary Two Words.
Tuesday, September 12, 2006: RED DOT BOOK TEST AND PROJECT DUE.
Wednesday, September 13, 2006: First Trimester Open House
Monday, September 18, 2006: Week of ISTEP testing begins.
September 29, 2006: End of first six weeks.
Mrs. Gifford
August 28 - September 1, 2006
Monday, August 28, 2006
• Red dot book tests will be on September 12. Red dot book projects are also due.
• You will be given a six week grade update.
• DOL (Daily Oral Language) weekly sheet.
• 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. Study guide due before we go to writing lab.
• Begin listening to the story and use the reading strategy “dialogue with text.”
• Vocabulary word “Lesson Two” due on Tuesday.
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, August 29, 2006
• DOL
• You will receive your Criterion Writing Student Identification Number.
• We will go over Vocabulary Two words. Test is on Friday, September 1.
• Continue with “The Most Dangerous Game.” Quiz on Thursday.
• 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, August 30, 2006
• We will go to writing lab to write first Criterion Essay. After this, we will go over study guide “The Most Dangerous Game.”
• We will review for quiz over “The Most Dangerous Game” and verbs.
• You will be introduced to the “I Am” poem for you and a character from “The Most Dangerous Game.” This is due tomorrow-Thursday.
Power Standards/Objectives
Evaluation and Revision
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
Thursday, August 31, 2006
• Mr. Waymouth speaks on researching.
• After this, you will have a quiz over “The Most Dangerous Game.”
• I will collect “I Am” poems.
• We will review for vocabulary test. Explain the process.
• Catch up on DOL material.
• Begin the short story “Poison.”
• You will read the rest of short story for homework.
Power Standards/Objectives:
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.
Friday, September 1, 2006
• Vocabulary test over Lesson Two.
• Go over “Most Dangerous Game” quiz.
• Introduction to the short story “Poison.”
Power Standards/Objectives:
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work
Have a very fun, happy, and safe Blueberry Weekend. Please make sure you are reading your Red Dot book each night and working on your information for your project.
A Look Ahead:
Thursday, August 31, 2006: Quiz over “The Most Dangerous Game.”
Friday, September 1, 2006: Test over Vocabulary Two Words.
Tuesday, September 12, 2006: RED DOT BOOK TEST AND PROJECT DUE.
Wednesday, September 13, 2006: First Trimester Open House
Monday, September 18, 2006: Week of ISTEP testing begins.
September 29, 2006: End of first six weeks.
Monday, May 08, 2006
English 11 Honors
English 11 Honors
Trimester III
Second Six Weeks-Week four
May 8-12, 2006
Monday, May 8, 2006
• Continue with review.
• Go over poetry.
• Discuss essay over Great Gatsby and due date.
• Reminder of Core 40 Exam on Tuesday and Wednesday.
• Make sure you have your testing number.
• Hand out vocabulary 17.
Tuesday, May 9, 2006
• In lab for the Core 40 English 11 Exam Exam.
• Work on essay and poetry.
Wednesday, May 10, 2006
• In lab for the Core 40 English 11 Exam.
• Continue working on essay.
Thursday, May 11, 2006
• Go over vocabulary 17.
• Work on essay.
Friday, May 12, 2006
• Essay due.
• Discuss poems from Dead Poet’s Society.
• Begin Dead Poet’s Society.
• Hand out study guide.
Indiana State Standards:
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
• 11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate an understanding of the author’s style and an appreciation of the effects created.
• identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
Trimester III
Second Six Weeks-Week four
May 8-12, 2006
Monday, May 8, 2006
• Continue with review.
• Go over poetry.
• Discuss essay over Great Gatsby and due date.
• Reminder of Core 40 Exam on Tuesday and Wednesday.
• Make sure you have your testing number.
• Hand out vocabulary 17.
Tuesday, May 9, 2006
• In lab for the Core 40 English 11 Exam Exam.
• Work on essay and poetry.
Wednesday, May 10, 2006
• In lab for the Core 40 English 11 Exam.
• Continue working on essay.
Thursday, May 11, 2006
• Go over vocabulary 17.
• Work on essay.
Friday, May 12, 2006
• Essay due.
• Discuss poems from Dead Poet’s Society.
• Begin Dead Poet’s Society.
• Hand out study guide.
Indiana State Standards:
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
• 11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate an understanding of the author’s style and an appreciation of the effects created.
• identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
English 9
English 9 Syllabus
Trimester III
Second Six Weeks-Week Four
May 8-12, 2006
Monday, May 8, 2006
• Review for Vocabulary 13 test.
• Take Vocabulary 13 test.
• Test over Act II Miracle Worker.
• If have time, continue with phrases.
• Hand out vocabulary 14.
Tuesday, May 9, 2006
• Work on Vocabulary 14.
• Continue with phrases.
• Work on writing.
Wednesday, May 10, 2006
• In class timed writing assignment.
• Go over vocabulary 14.
Thursday, May 11, 2006
• Introduction to poetry.
• Go over material from book.
• Introduce and define terms.
Friday, May 12, 2006
• Vocabulary 14 test.
• Red dot book tests.
• Red dot book test project due.
Indiana State Standards:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
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.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Trimester III
Second Six Weeks-Week Four
May 8-12, 2006
Monday, May 8, 2006
• Review for Vocabulary 13 test.
• Take Vocabulary 13 test.
• Test over Act II Miracle Worker.
• If have time, continue with phrases.
• Hand out vocabulary 14.
Tuesday, May 9, 2006
• Work on Vocabulary 14.
• Continue with phrases.
• Work on writing.
Wednesday, May 10, 2006
• In class timed writing assignment.
• Go over vocabulary 14.
Thursday, May 11, 2006
• Introduction to poetry.
• Go over material from book.
• Introduce and define terms.
Friday, May 12, 2006
• Vocabulary 14 test.
• Red dot book tests.
• Red dot book test project due.
Indiana State Standards:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
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.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Sunday, April 30, 2006
English 9
English 9
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Hand out Vocabulary 13 words.
• Words due on Wednesday; test is on Friday.
• Continue with The Miracle Worker.
• Test over Act I on Tuesday.
• Use Clink and Clunk reading strategy.
Tuesday, May 2, 2006
• Test over Act I of The Miracle Worker.
• Hand out study guide questions for Act II-work on this in class.
• Hand out Usage and Mechanics Sheet over Act II- work on this in class.
• If have time, read outside reading books.
Wednesday, May 3, 2006
• Go over Act II study guide and mechanic sheet over The Miracle Worker.
• Go over gerunds and participles.
• Go over Vocabulary 13.
Thursday, May 4, 2006
• In computer lab to take Scholastic Reading Inventory test.
• If have time, review Act II of The Miracle Worker.
• Test over Vocabulary 13 tomorrow.
Friday, May 5, 2006
• Test over Vocabulary 13.
• Review and quiz over Act II of The Miracle Worker.
• Red dot book test and work on project.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work. (Sam Levinson)
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
• Dialogue: a conversation between two characters
• Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
• Asides: words spoken by characters directly to the audience
• Character foils: characters who are used as contrast to another character
• Stage designs: directions and drawings for the setting of a play
Example: Define different dramatic literary terms in Shakespeare’s Romeo and Juliet. Describe the function that these devices play to expound on plot, advance the action of the story, and reveal additional information about the characters.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
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.
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.
Example: Analyze and compare figurative language in The Odyssey.
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Hand out Vocabulary 13 words.
• Words due on Wednesday; test is on Friday.
• Continue with The Miracle Worker.
• Test over Act I on Tuesday.
• Use Clink and Clunk reading strategy.
Tuesday, May 2, 2006
• Test over Act I of The Miracle Worker.
• Hand out study guide questions for Act II-work on this in class.
• Hand out Usage and Mechanics Sheet over Act II- work on this in class.
• If have time, read outside reading books.
Wednesday, May 3, 2006
• Go over Act II study guide and mechanic sheet over The Miracle Worker.
• Go over gerunds and participles.
• Go over Vocabulary 13.
Thursday, May 4, 2006
• In computer lab to take Scholastic Reading Inventory test.
• If have time, review Act II of The Miracle Worker.
• Test over Vocabulary 13 tomorrow.
Friday, May 5, 2006
• Test over Vocabulary 13.
• Review and quiz over Act II of The Miracle Worker.
• Red dot book test and work on project.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work. (Sam Levinson)
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
• Dialogue: a conversation between two characters
• Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
• Asides: words spoken by characters directly to the audience
• Character foils: characters who are used as contrast to another character
• Stage designs: directions and drawings for the setting of a play
Example: Define different dramatic literary terms in Shakespeare’s Romeo and Juliet. Describe the function that these devices play to expound on plot, advance the action of the story, and reveal additional information about the characters.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
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.
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.
Example: Analyze and compare figurative language in The Odyssey.
English 11 Honors
English 11 Honors
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Go over The Great Gatsby material.
• Test on Tuesday over novel.
• Hand out Vocabulary 16; this is due on Wednesday.
• Hand out material over Literary Analysis-Great Gatsby character.
Tuesday, May 2, 2006
• Test over The Great Gatsby.
• Students may work on Vocabulary 15.
• Hand out The Glass Menagerie.
• Students may begin reading it.
• Students are to bring MLA HANDBOOK to class on Wednesday.
• Make sure material over Dead Poet’s Society is with you in class tomorrow.
Wednesday, May 3, 2006
• Go over Vocabulary 16 words-test on Friday.
• Discuss literary analysis paper.
• Review MLA research writing.
• Review for SAT.
• The Glass Menagerie reading and study.
Thursday, May 4, 2006
• Students are taking Scholastic Reading Inventory test in lab today.
• If have time, read The Glass Menagerie.
• Continue with Whitman and other poets.
Friday, May 5, 2006
• Test over Vocabulary 16.
• Review for SAT test.
• Discuss Core 40 Exam-this will be taken on Tuesday and Wednesday- May 9-10 in the lab.
Indiana State Standards:
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• Write responses to literature that:
demonstrate a comprehensive understanding of the significant ideas in works or passages.
analyze the use of imagery, language, universal themes, and unique aspects of the text.
support important ideas and viewpoints through accurate and detailed references to the text and to other works.
demonstrate an understanding of the author’s style and an appreciation of the effects created.
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purpose
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Go over The Great Gatsby material.
• Test on Tuesday over novel.
• Hand out Vocabulary 16; this is due on Wednesday.
• Hand out material over Literary Analysis-Great Gatsby character.
Tuesday, May 2, 2006
• Test over The Great Gatsby.
• Students may work on Vocabulary 15.
• Hand out The Glass Menagerie.
• Students may begin reading it.
• Students are to bring MLA HANDBOOK to class on Wednesday.
• Make sure material over Dead Poet’s Society is with you in class tomorrow.
Wednesday, May 3, 2006
• Go over Vocabulary 16 words-test on Friday.
• Discuss literary analysis paper.
• Review MLA research writing.
• Review for SAT.
• The Glass Menagerie reading and study.
Thursday, May 4, 2006
• Students are taking Scholastic Reading Inventory test in lab today.
• If have time, read The Glass Menagerie.
• Continue with Whitman and other poets.
Friday, May 5, 2006
• Test over Vocabulary 16.
• Review for SAT test.
• Discuss Core 40 Exam-this will be taken on Tuesday and Wednesday- May 9-10 in the lab.
Indiana State Standards:
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• Write responses to literature that:
demonstrate a comprehensive understanding of the significant ideas in works or passages.
analyze the use of imagery, language, universal themes, and unique aspects of the text.
support important ideas and viewpoints through accurate and detailed references to the text and to other works.
demonstrate an understanding of the author’s style and an appreciation of the effects created.
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purpose
Wednesday, April 26, 2006
English 9
English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Monday, April 24, 2006
English 9
English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
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
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
English 9
English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• 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.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
Thursday, April 13, 2006
English 9
English 9 Syllabus
April 17-21, 2006
Trimester III-Second 6wks
Week One
Monday, April 17, 2006
• Students need to write a summary from the notes taken from the movie An Adventure with Helen Keller. This summary should contain prepositional phrases. They should underline the prepositional phrases.
• Have students answer the questions from the movie. This sheet was given to them on Wednesday. Have students organize their notes.
• Go over the questions.
• Students are to fill out the K-W-L sheet over what they know about The Miracle Worker and the word disability.
• Students are to fill out the “Miracle Person” sheet.
• If have time, student will work on making corrections on writing.
Vocabulary 11 test on Tuesday.
Tuesday, April 18, 2006
• Test over Vocabulary 11.
• Discuss summary writing from the movie.
• Review K-W-L chart.
• Listen to the selection “Annie from Helen and Teacher” by Joseph P. Lash; this is an extending theme article.
• After listening, students will write/take notes on a note card over what they heard. We will work on the strategy of taking notes and developing research ideas from listening and reading.
• They will read material on p. 710 in literature book. From the reading, they will take notes.
• Wednesday, we will be in the lab researching and completing criterion.
Wednesday, April 19, 2006
• Criterion writing in lab.
• Researching in lab.
Thursday, April 20, 2006
• We will discuss note taking and summary writing.
• Students will take notes from the article they researched.
• If have time, students will read pp. 624-630 in literature book and takes notes for discussion. This material is about William Gibson and The Miracle Worker
Friday, April 21, 2006
• We will review source cards and writing “Works Cited Page.”
• We will work on research/outlining.
Indiana State Standards:
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
Research and Technology
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
.
9.5.3 Write expository compositions, including analytical essays and research reports that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.
• use technical terms and notations accurately.
April 17-21, 2006
Trimester III-Second 6wks
Week One
Monday, April 17, 2006
• Students need to write a summary from the notes taken from the movie An Adventure with Helen Keller. This summary should contain prepositional phrases. They should underline the prepositional phrases.
• Have students answer the questions from the movie. This sheet was given to them on Wednesday. Have students organize their notes.
• Go over the questions.
• Students are to fill out the K-W-L sheet over what they know about The Miracle Worker and the word disability.
• Students are to fill out the “Miracle Person” sheet.
• If have time, student will work on making corrections on writing.
Vocabulary 11 test on Tuesday.
Tuesday, April 18, 2006
• Test over Vocabulary 11.
• Discuss summary writing from the movie.
• Review K-W-L chart.
• Listen to the selection “Annie from Helen and Teacher” by Joseph P. Lash; this is an extending theme article.
• After listening, students will write/take notes on a note card over what they heard. We will work on the strategy of taking notes and developing research ideas from listening and reading.
• They will read material on p. 710 in literature book. From the reading, they will take notes.
• Wednesday, we will be in the lab researching and completing criterion.
Wednesday, April 19, 2006
• Criterion writing in lab.
• Researching in lab.
Thursday, April 20, 2006
• We will discuss note taking and summary writing.
• Students will take notes from the article they researched.
• If have time, students will read pp. 624-630 in literature book and takes notes for discussion. This material is about William Gibson and The Miracle Worker
Friday, April 21, 2006
• We will review source cards and writing “Works Cited Page.”
• We will work on research/outlining.
Indiana State Standards:
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
Research and Technology
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
.
9.5.3 Write expository compositions, including analytical essays and research reports that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.
• use technical terms and notations accurately.
English 11 Honors
English 11 Honors
Syllabus
April 17-21, 2006
Monday, April 17, 2006
• Hand out vocabulary 14 words. Definitions are due on Thursday; test is on Friday.
• Answer questions 2-6 on p. 604 in literature book.
• Write down questions over “Winter Dreams” for review on Tuesday.
• Hand out sheet over The Great Gatsby novel. This will be explained more on Tuesday.
Tuesday, April 18, 2006
• Go over the short story “Winter Dream.”
• Go over questions from end of story.
• Quiz on Wednesday.
• Explain color imagery and character analysis.
• Discuss timeline of novel.
Wednesday, April 19, 2006
• Quiz over “Winter Dreams.”
• In lab, researching and completing criterion.
• Presentations will be given on Thursday over research.
Thursday, April 20, 2006
• Presentations from research.
• Go over vocabulary 14 words.
• PowerPoint presentation over researching.
• Continue with short story unit.
Friday, April 21. 2006
• Test over Vocabulary 14 words.
• Discuss novel.
• Continue with short stories.
State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
Syllabus
April 17-21, 2006
Monday, April 17, 2006
• Hand out vocabulary 14 words. Definitions are due on Thursday; test is on Friday.
• Answer questions 2-6 on p. 604 in literature book.
• Write down questions over “Winter Dreams” for review on Tuesday.
• Hand out sheet over The Great Gatsby novel. This will be explained more on Tuesday.
Tuesday, April 18, 2006
• Go over the short story “Winter Dream.”
• Go over questions from end of story.
• Quiz on Wednesday.
• Explain color imagery and character analysis.
• Discuss timeline of novel.
Wednesday, April 19, 2006
• Quiz over “Winter Dreams.”
• In lab, researching and completing criterion.
• Presentations will be given on Thursday over research.
Thursday, April 20, 2006
• Presentations from research.
• Go over vocabulary 14 words.
• PowerPoint presentation over researching.
• Continue with short story unit.
Friday, April 21. 2006
• Test over Vocabulary 14 words.
• Discuss novel.
• Continue with short stories.
State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
English 11 Honors
English 11 Honors Syllabus
Week Six
Trimester III
April 10-13, 2006
Monday, April 10, 2006
• Finish the movie Pay It Forward.
• Introduction to resume writing.
• Student writes rough draft of resume.
• Hand out vocabulary 14.
• Test on Monday, April 17.
• Work on short stories if have time.
Tuesday, April 11, 2006
• In lab typing resume
• Criterion writing
Wednesday, April 12, 2006
• Go over vocabulary words.
• Continue with short story unit.
Thursday, April 13, 2006
• No class
• In-service for teachers
Friday, April 14, 2006
• No school
Week Six
Trimester III
April 10-13, 2006
Monday, April 10, 2006
• Finish the movie Pay It Forward.
• Introduction to resume writing.
• Student writes rough draft of resume.
• Hand out vocabulary 14.
• Test on Monday, April 17.
• Work on short stories if have time.
Tuesday, April 11, 2006
• In lab typing resume
• Criterion writing
Wednesday, April 12, 2006
• Go over vocabulary words.
• Continue with short story unit.
Thursday, April 13, 2006
• No class
• In-service for teachers
Friday, April 14, 2006
• No school
Monday, March 20, 2006
English 11B
English 11 B Syllabus
March 20-24, 2006
Trimester III-week 4
Monday, March 20, 2006
• Students will work on The Crucible and Of Mice and Men essay.
• Vocabulary 12.
• Test on Vocabulary 12 is on Wednesday, March 22.
Tuesday, March 21, 2006
• In lab typing and inserting essay into criterion. A word copy is also required.
• Peer editing will take place on Wednesday.
Wednesday, March 22, 2006
• Test over Vocabulary 12 words.
• Peer edit essays. Essays are due on Thursday.
• Hand out novel Pay It Forward.
• Cue set over Pay It Forward.
• Hand out reading instructions for novel.
Thursday, March 23, 2006
• Collect essays.
• Present extended definitions.
• Read Pay It Forward.
Friday, March 24, 2006
• Work on Pay It Forward novel.
• Work on polishing essays.
March 20-24, 2006
Trimester III-week 4
Monday, March 20, 2006
• Students will work on The Crucible and Of Mice and Men essay.
• Vocabulary 12.
• Test on Vocabulary 12 is on Wednesday, March 22.
Tuesday, March 21, 2006
• In lab typing and inserting essay into criterion. A word copy is also required.
• Peer editing will take place on Wednesday.
Wednesday, March 22, 2006
• Test over Vocabulary 12 words.
• Peer edit essays. Essays are due on Thursday.
• Hand out novel Pay It Forward.
• Cue set over Pay It Forward.
• Hand out reading instructions for novel.
Thursday, March 23, 2006
• Collect essays.
• Present extended definitions.
• Read Pay It Forward.
Friday, March 24, 2006
• Work on Pay It Forward novel.
• Work on polishing essays.
English 9B
English 9 Syllabus
Mrs. Gifford
March 20-24, 2006
Trimester III, Week 4
Monday, March 20, 2006
• Go to lab and complete red dot book tests.
• Introduction to RAFT assignment.
• Begin to type it into criterion.
Make changes in RAFT.
Tuesday, March 21, 2006
• Listen and read ACT V of Romeo and Juliet.
• If have time, work on RAFT assignment.
Review Romeo and Juliet. Test on Thursday.
Wednesday, March 22, 2006
• Review Romeo and Juliet.
• Peer edit RAFT assignment.
Study for Romeo and Juliet test.
Thursday, March 23, 2006
• Test over Romeo and Juliet.
• RAFT assignment due.
• Go to library and get red dot books.
Friday, March 24, 2006
• Red dot book reading.
• Sentence structure material.
Have a wonderful and safe vacation.
Mrs. Gifford
March 20-24, 2006
Trimester III, Week 4
Monday, March 20, 2006
• Go to lab and complete red dot book tests.
• Introduction to RAFT assignment.
• Begin to type it into criterion.
Make changes in RAFT.
Tuesday, March 21, 2006
• Listen and read ACT V of Romeo and Juliet.
• If have time, work on RAFT assignment.
Review Romeo and Juliet. Test on Thursday.
Wednesday, March 22, 2006
• Review Romeo and Juliet.
• Peer edit RAFT assignment.
Study for Romeo and Juliet test.
Thursday, March 23, 2006
• Test over Romeo and Juliet.
• RAFT assignment due.
• Go to library and get red dot books.
Friday, March 24, 2006
• Red dot book reading.
• Sentence structure material.
Have a wonderful and safe vacation.
Sunday, March 12, 2006
English 9B
English 9B Syllabus
March 13 – March 17, 2006
Trimester III – Week 3
Monday, March 13
· Act I Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act II, Scenes 5 and 6.
· Fill out KWL.
· Watch Zeffirelli DVD – Act II, Scenes 5 and 6.
· Review KWL for Act II.
Tuesday, March 14
· Act II Quiz – Romeo and Juliet.
· Vocabulary 10 Due.
· Review Vocabulary 10.
· Read and listen to Romeo and Juliet Act III, Scenes 1 - 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scenes 1 - 3.
Wednesday, March 15
· We will be in the lab today.
· Criterion.
Thursday, March 16
· Vocabulary 10 Quiz.
· Read and listen to Romeo and Juliet Act III, Scenes 4 & 5.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scene 5.
· Review KWL for Act III.
Friday, March 17
· Act III Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act IV, Scenes 1 – 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act IV, Scenes 1 – 3.
Indiana State Standards covered this week:
· 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.
· 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).
· 9.3.6 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).
· 9.3.7 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.
· 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
· 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.
· 9.6.2 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.
March 13 – March 17, 2006
Trimester III – Week 3
Monday, March 13
· Act I Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act II, Scenes 5 and 6.
· Fill out KWL.
· Watch Zeffirelli DVD – Act II, Scenes 5 and 6.
· Review KWL for Act II.
Tuesday, March 14
· Act II Quiz – Romeo and Juliet.
· Vocabulary 10 Due.
· Review Vocabulary 10.
· Read and listen to Romeo and Juliet Act III, Scenes 1 - 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scenes 1 - 3.
Wednesday, March 15
· We will be in the lab today.
· Criterion.
Thursday, March 16
· Vocabulary 10 Quiz.
· Read and listen to Romeo and Juliet Act III, Scenes 4 & 5.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scene 5.
· Review KWL for Act III.
Friday, March 17
· Act III Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act IV, Scenes 1 – 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act IV, Scenes 1 – 3.
Indiana State Standards covered this week:
· 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.
· 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).
· 9.3.6 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).
· 9.3.7 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.
· 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
· 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.
· 9.6.2 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, March 10, 2006
English 11B Honors
English 11B Honors Syllabus
March 13-17, 2006
Trimester III-Week 3
Monday, March 13, 2006
• Distribute Vocabulary 11 again.
• Discuss Emerson and questions from introduction, from Nature, and from Self-Reliance pp. 216-226. Five questions should be in steno-pad.
Read Thoreau’s from Walden pp. 234-244 and write a short summary for each section. This will be discussed on Wednesday.
Test over Emerson and Thoreau on Thursday.
Work on film analysis paper.
Tuesday, March 14, 2006
• In lab typing and polishing film analysis paper.
Finish paper for Wednesday.
Make sure Thoreau reading is complete and summaries written.
Wednesday, March 15, 2006
• Discuss Thoreau material.
• Review for test on Thursday.
• Hand out “Extended Definition” material. This will be due on Thursday, March 23 or before if leaving early for break.
• Review vocabulary 11.
Study for Emerson and Thoreau test.
Work on “Extended Definitions” material.
Thursday, March 16, 2006
• Test over Emerson and Thoreau.
• Hand out essay material over The Crucible and Of Mice and Men. This is due on Tuesday, March 21. We will be in the lab.
• Review and discuss evolving thesis.
Study for Vocabulary 11 test.
Work on essay material
Work on “Extended Definitions.”
Friday, March 17, 2006
• Vocabulary 11 Test.
• Work on material- Crucible and Of Mice and Men.
• HAPPY ST. PATRICK’S DAY!
March 13-17, 2006
Trimester III-Week 3
Monday, March 13, 2006
• Distribute Vocabulary 11 again.
• Discuss Emerson and questions from introduction, from Nature, and from Self-Reliance pp. 216-226. Five questions should be in steno-pad.
Read Thoreau’s from Walden pp. 234-244 and write a short summary for each section. This will be discussed on Wednesday.
Test over Emerson and Thoreau on Thursday.
Work on film analysis paper.
Tuesday, March 14, 2006
• In lab typing and polishing film analysis paper.
Finish paper for Wednesday.
Make sure Thoreau reading is complete and summaries written.
Wednesday, March 15, 2006
• Discuss Thoreau material.
• Review for test on Thursday.
• Hand out “Extended Definition” material. This will be due on Thursday, March 23 or before if leaving early for break.
• Review vocabulary 11.
Study for Emerson and Thoreau test.
Work on “Extended Definitions” material.
Thursday, March 16, 2006
• Test over Emerson and Thoreau.
• Hand out essay material over The Crucible and Of Mice and Men. This is due on Tuesday, March 21. We will be in the lab.
• Review and discuss evolving thesis.
Study for Vocabulary 11 test.
Work on essay material
Work on “Extended Definitions.”
Friday, March 17, 2006
• Vocabulary 11 Test.
• Work on material- Crucible and Of Mice and Men.
• HAPPY ST. PATRICK’S DAY!
Sunday, March 05, 2006
English 9B
English 9B Syllabus
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Quickwrite – pg. 732.
• Read and listen to Romeo and Juliet Act I, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scene 1.
Tuesday, March 07
• Vocabulary 9 Due.
• Review Vocabulary 9.
• Watch video on pronouns.
• Go over English Workshop – Ch. 16.
• Complete Review Exercises for Homework – due Thursday.
• Watch Zeffirelli DVD – Act I, Scenes 2 & 3.
Wednesday, March 08
• Half Day – no class for fifth period.
• Complete/Revise Criterion essay if you have a four or below.
• Read red dot books.
Thursday, March 09
• Vocabulary 9 Quiz.
• Read and listen to Romeo and Juliet Act I, Scenes 4 & 5.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 4 & 5.
Friday, March 10
• Pronoun Quiz.
• Quickwrite on suspense and what you expect to happen next.
• Read and listen to Romeo and Juliet Act II, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 1 – 3.
Indiana State Standards covered this week:
• 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.
• 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).
• 9.3.6 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).
• 9.3.7 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.
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 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.
• 9.6.2 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.
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Quickwrite – pg. 732.
• Read and listen to Romeo and Juliet Act I, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scene 1.
Tuesday, March 07
• Vocabulary 9 Due.
• Review Vocabulary 9.
• Watch video on pronouns.
• Go over English Workshop – Ch. 16.
• Complete Review Exercises for Homework – due Thursday.
• Watch Zeffirelli DVD – Act I, Scenes 2 & 3.
Wednesday, March 08
• Half Day – no class for fifth period.
• Complete/Revise Criterion essay if you have a four or below.
• Read red dot books.
Thursday, March 09
• Vocabulary 9 Quiz.
• Read and listen to Romeo and Juliet Act I, Scenes 4 & 5.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 4 & 5.
Friday, March 10
• Pronoun Quiz.
• Quickwrite on suspense and what you expect to happen next.
• Read and listen to Romeo and Juliet Act II, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 1 – 3.
Indiana State Standards covered this week:
• 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.
• 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).
• 9.3.6 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).
• 9.3.7 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.
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 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.
• 9.6.2 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.
English 11B Honors
English 11B Honors Syllabus
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Distribute Vocabulary 11.
• Alienation vs. alliance with the audience in Thoreau – handout & discussion.
• Complete PowerPoint presentations with your partners.
Read Of Mice and Men pp. 84-98. Reflect in DEJ.
Complete PowerPoint if you haven’t already.
Tuesday, March 07
• PowerPoint presentations on civil disobedience.
• Quickwrite.
Read Of Mice and Men pp. 99-107. Reflect in DEJ.
Vocabulary 11.
Wednesday, March 08
• Review Vocabulary 11.
• Red Dot Book test on Of Mice and Men.
• Assign film analysis paper.
• Watch first part of Of Mice and Men.
Brainstorm ideas for paper.
Thursday, March 09
• Watch the rest of Of Mice and Men.
Write rough draft of film paper.
Study Vocabulary 11.
Friday, March 10
• Vocabulary 11 Quiz.
• Peer edit film paper drafts.
• Quickwrite.
Revise film paper – final draft due Monday.
Read Emerson 216-23 in your text.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 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.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 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.
• 11.5.2 Write responses to literature that:
o demonstrate a comprehensive understanding of the significant ideas in works or passages.
o analyze the use of imagery, language, universal themes, and unique aspects of the text.
o support important ideas and viewpoints through accurate and detailed references to the text and to other works.
o demonstrate an understanding of the author’s style and an appreciation of the effects created.
o identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
• 11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
• 11.7.17 Deliver oral reports on historical investigations that:
o use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
o analyze several historical records of a single event, examining each perspective on the event.
o describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
o 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:
o 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.
o select an appropriate medium for each element of the presentation.
o use the selected media skillfully, editing appropriately and monitoring for quality.
o test the audience’s response and revise the presentation accordingly.
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Distribute Vocabulary 11.
• Alienation vs. alliance with the audience in Thoreau – handout & discussion.
• Complete PowerPoint presentations with your partners.
Read Of Mice and Men pp. 84-98. Reflect in DEJ.
Complete PowerPoint if you haven’t already.
Tuesday, March 07
• PowerPoint presentations on civil disobedience.
• Quickwrite.
Read Of Mice and Men pp. 99-107. Reflect in DEJ.
Vocabulary 11.
Wednesday, March 08
• Review Vocabulary 11.
• Red Dot Book test on Of Mice and Men.
• Assign film analysis paper.
• Watch first part of Of Mice and Men.
Brainstorm ideas for paper.
Thursday, March 09
• Watch the rest of Of Mice and Men.
Write rough draft of film paper.
Study Vocabulary 11.
Friday, March 10
• Vocabulary 11 Quiz.
• Peer edit film paper drafts.
• Quickwrite.
Revise film paper – final draft due Monday.
Read Emerson 216-23 in your text.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 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.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 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.
• 11.5.2 Write responses to literature that:
o demonstrate a comprehensive understanding of the significant ideas in works or passages.
o analyze the use of imagery, language, universal themes, and unique aspects of the text.
o support important ideas and viewpoints through accurate and detailed references to the text and to other works.
o demonstrate an understanding of the author’s style and an appreciation of the effects created.
o identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
• 11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
• 11.7.17 Deliver oral reports on historical investigations that:
o use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
o analyze several historical records of a single event, examining each perspective on the event.
o describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
o 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:
o 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.
o select an appropriate medium for each element of the presentation.
o use the selected media skillfully, editing appropriately and monitoring for quality.
o test the audience’s response and revise the presentation accordingly.
Sunday, February 26, 2006
English 9B
English 9B Syllabus
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 9B – review expectations and guidelines.
• Watch a video biography of William Shakespeare.
• Fill out guided notes on video.
Tuesday, February 28
• Vocabulary 8 Due.
• WebQuest on the life of Shakespeare and the background of Romeo and Juliet.
Wednesday, March 01
• Vocabulary 8 Quiz.
• We will do a rhythm activity using the Dr. Seuss book, Green Eggs and Ham.
• Learn about the terms needed to discuss Shakespeare’s style and language and to discuss drama.
• Receive handout/worksheet for terms like iambic pentameter.
Thursday, March 02
• Terms worksheet due.
• Criterion.
• Handout “reader’s theater” parts.
Friday, March 03
• Terms Quiz.
• “Reader’s theater” activity with the prologue to Romeo and Juliet.
• Read and listen to the first two scenes of R&J.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 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.
• 9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
Dialogue: a conversation between two characters
Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
Asides: words spoken by characters directly to the audience
Character foils: characters who are used as contrast to another character
Stage designs: directions and drawings for the setting of a play
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 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.
• 9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 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.
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 9B – review expectations and guidelines.
• Watch a video biography of William Shakespeare.
• Fill out guided notes on video.
Tuesday, February 28
• Vocabulary 8 Due.
• WebQuest on the life of Shakespeare and the background of Romeo and Juliet.
Wednesday, March 01
• Vocabulary 8 Quiz.
• We will do a rhythm activity using the Dr. Seuss book, Green Eggs and Ham.
• Learn about the terms needed to discuss Shakespeare’s style and language and to discuss drama.
• Receive handout/worksheet for terms like iambic pentameter.
Thursday, March 02
• Terms worksheet due.
• Criterion.
• Handout “reader’s theater” parts.
Friday, March 03
• Terms Quiz.
• “Reader’s theater” activity with the prologue to Romeo and Juliet.
• Read and listen to the first two scenes of R&J.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 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.
• 9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
Dialogue: a conversation between two characters
Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
Asides: words spoken by characters directly to the audience
Character foils: characters who are used as contrast to another character
Stage designs: directions and drawings for the setting of a play
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 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.
• 9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 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.
English 11B Honors
English 11B Honors Syllabus
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 11B – review expectations and guidelines.
• Distribute American Literature textbooks and Of Mice and Men.
• Discuss double entry journal assignment on Curley’s wife.
• Distribute Vocabulary 10.
• Distribute “The Simple Life” prompt.
• Of Mice and Men introductory activity.
Read Of Mice and Men pp. 1-16. Reflect in DEJ.
Prepare for Criterion – “The Simple Life” handout.
Tuesday, February 28
We will be in the lab today.
• Criterion – come prepared with your “The Simple Life” handout.
Read Of Mice and Men pp. 17-37. Reflect in DEJ.
Read pp. 230-31 and 249-54 in your textbook.
Come to class with five questions you have about the Thoreau reading.
Wednesday, March 01
• Vocabulary 10 Due.
• Introduction to civil disobedience. Discuss Thoreau, Mahatma Gandhi, Rosa Parks, Nelson Mandela, Dr. Martin Luther King, Jr.
• Read and discuss “Letter from Birmingham City Jail.”
• Quickwrite.
Read Of Mice and Men pp. 38-65. Reflect in DEJ.
Thursday, March 02
We will be in the lab today.
• WebQuest on civil disobedience.
Read Of Mice and Men pp. 66-83. Reflect in DEJ.
Friday, March 03
• Vocabulary 10 Quiz.
• Socratic seminar on Of Mice and Men.
Read Of Mice and Men pp. 84-98 for Monday. Reflect in DEJ.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 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 (persuasive) or aesthetic (artistic) purposes or both.
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
o trace the development of the major periods of literature.
o contrast the major themes, styles, and trends in different periods.
o evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 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.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
• 11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 11B – review expectations and guidelines.
• Distribute American Literature textbooks and Of Mice and Men.
• Discuss double entry journal assignment on Curley’s wife.
• Distribute Vocabulary 10.
• Distribute “The Simple Life” prompt.
• Of Mice and Men introductory activity.
Read Of Mice and Men pp. 1-16. Reflect in DEJ.
Prepare for Criterion – “The Simple Life” handout.
Tuesday, February 28
We will be in the lab today.
• Criterion – come prepared with your “The Simple Life” handout.
Read Of Mice and Men pp. 17-37. Reflect in DEJ.
Read pp. 230-31 and 249-54 in your textbook.
Come to class with five questions you have about the Thoreau reading.
Wednesday, March 01
• Vocabulary 10 Due.
• Introduction to civil disobedience. Discuss Thoreau, Mahatma Gandhi, Rosa Parks, Nelson Mandela, Dr. Martin Luther King, Jr.
• Read and discuss “Letter from Birmingham City Jail.”
• Quickwrite.
Read Of Mice and Men pp. 38-65. Reflect in DEJ.
Thursday, March 02
We will be in the lab today.
• WebQuest on civil disobedience.
Read Of Mice and Men pp. 66-83. Reflect in DEJ.
Friday, March 03
• Vocabulary 10 Quiz.
• Socratic seminar on Of Mice and Men.
Read Of Mice and Men pp. 84-98 for Monday. Reflect in DEJ.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 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 (persuasive) or aesthetic (artistic) purposes or both.
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
o trace the development of the major periods of literature.
o contrast the major themes, styles, and trends in different periods.
o evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 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.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
• 11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
Journalism
Journalism Syllabus
Mrs. Gifford
February 27-March 3, 2006
Trimester III Week One
Monday, February 27, 2006
• Introduction of new students.
• Assign Chapter Two “Meeting Ethical and Legal Responsibilities,” pp. 26-51.
• Hand out sheet over “News Story Outline.” Explain what the students need to do.
• Hand out “Journalism Preparation Sheet.” Explain this.
• Hand out “Story Idea Development” sheet and explain.
• Make sure Trimester II students’ folders are emptied or cleaned.
• Make a new folder for new students.
• If have time, brainstorm for March issue.
• Finish up proof reading thumbnails.
Tuesday, February 28, 2006
• If we did not brainstorm story ideas and assign, we need to complete this.
• Work with new students on lead writing.
• Have new students interview and write leads.
• Journalism II/III students write questions for articles.
• Chris should start making plates.
Wednesday, March 1, 2006
• Have Chris review digital camera usage.
• Distribute information over this.
• Have Chara explain the darkroom.
• Distribute information over making contact sheets.
Thursday, March 2, 2006
• Work day for students.
• Remind students to have daily work logs in their folders.
• Remind students to hand in copy of interview questions for grading.
Friday, March 3, 2006
• Work day
Mrs. Gifford
February 27-March 3, 2006
Trimester III Week One
Monday, February 27, 2006
• Introduction of new students.
• Assign Chapter Two “Meeting Ethical and Legal Responsibilities,” pp. 26-51.
• Hand out sheet over “News Story Outline.” Explain what the students need to do.
• Hand out “Journalism Preparation Sheet.” Explain this.
• Hand out “Story Idea Development” sheet and explain.
• Make sure Trimester II students’ folders are emptied or cleaned.
• Make a new folder for new students.
• If have time, brainstorm for March issue.
• Finish up proof reading thumbnails.
Tuesday, February 28, 2006
• If we did not brainstorm story ideas and assign, we need to complete this.
• Work with new students on lead writing.
• Have new students interview and write leads.
• Journalism II/III students write questions for articles.
• Chris should start making plates.
Wednesday, March 1, 2006
• Have Chris review digital camera usage.
• Distribute information over this.
• Have Chara explain the darkroom.
• Distribute information over making contact sheets.
Thursday, March 2, 2006
• Work day for students.
• Remind students to have daily work logs in their folders.
• Remind students to hand in copy of interview questions for grading.
Friday, March 3, 2006
• Work day
Sunday, February 12, 2006
Speech
Speech Syllabus
February 13 – February 23, 2005
Trimester II – Weeks 5 and 6
Monday, February 13
· Vote on resolutions for Mock Congress.
· Lecture over procedures for Mock Congress.
· Begin research. You need to prepare to speak on two of the three resolutions.
Tuesday, February 14
· Research resolutions.
Wednesday, February 15
· Research and begin writing speeches.
Thursday, February 16
· Complete writing speeches. You need two complete speeches for class tomorrow.
Friday, February 17
· Mock Congress.
Monday, February 13
· President’s Day – no school.
Tuesday, February 21
· Mock Congress.
Wednesday, February 22
· Complete Mock Congress.
· Review for final exam.
Thursday, February 23
· Final Exam.
Indiana State Standards covered:
· 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
· 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
· 9.5.4 Write persuasive compositions that:
Ø organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Ø use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø address readers’ concerns, counterclaims, biases, and expectations.
· 9.7.3 Recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
· 9.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
· 9.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
Ø structure ideas and arguments in a coherent, logical fashion.
Ø contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø anticipate and address the listener’s concerns and counter-arguments.
February 13 – February 23, 2005
Trimester II – Weeks 5 and 6
Monday, February 13
· Vote on resolutions for Mock Congress.
· Lecture over procedures for Mock Congress.
· Begin research. You need to prepare to speak on two of the three resolutions.
Tuesday, February 14
· Research resolutions.
Wednesday, February 15
· Research and begin writing speeches.
Thursday, February 16
· Complete writing speeches. You need two complete speeches for class tomorrow.
Friday, February 17
· Mock Congress.
Monday, February 13
· President’s Day – no school.
Tuesday, February 21
· Mock Congress.
Wednesday, February 22
· Complete Mock Congress.
· Review for final exam.
Thursday, February 23
· Final Exam.
Indiana State Standards covered:
· 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
· 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
· 9.5.4 Write persuasive compositions that:
Ø organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Ø use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø address readers’ concerns, counterclaims, biases, and expectations.
· 9.7.3 Recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
· 9.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
· 9.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
Ø structure ideas and arguments in a coherent, logical fashion.
Ø contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø anticipate and address the listener’s concerns and counter-arguments.
English 9A
English 9A Syllabus
February 13 – February 17, 2006
Trimester II – Week 5
Monday, February 13
· Vocabulary 7 due.
· Read and listen to “Cyclops” section of The Odyssey.
· Discuss RAFT assignment on “The Cyclops.”
· Start working on RAFT.
Tuesday, February 14
· Vocabulary 7 test.
· Watch “Cyclops” section of the film.
Wednesday, February 15
· Red dot book test due if you scored below a seven on your red dot book test last week.
· Quiz – The Odyssey, part one.
· Read “The Test of the Great Bow” and “Death at the Palace.”
Thursday, February 16
· RAFT due.
· Read “Odysseus and Penelope.”
· Group discussion about issues in the end of The Odyssey.
Friday, February 17
· No class for 1st period.
· Catch-up day for 5th period.
Indiana State Standards covered this week:
· 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
· 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
· 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
· 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.
· 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
· 9.5.2 Write responses to literature that:
§ demonstrate a comprehensive grasp of the significant ideas of literary works.
§ support important ideas and viewpoints through accurate and detailed references to the text or to other works.
§ 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.
· 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
February 13 – February 17, 2006
Trimester II – Week 5
Monday, February 13
· Vocabulary 7 due.
· Read and listen to “Cyclops” section of The Odyssey.
· Discuss RAFT assignment on “The Cyclops.”
· Start working on RAFT.
Tuesday, February 14
· Vocabulary 7 test.
· Watch “Cyclops” section of the film.
Wednesday, February 15
· Red dot book test due if you scored below a seven on your red dot book test last week.
· Quiz – The Odyssey, part one.
· Read “The Test of the Great Bow” and “Death at the Palace.”
Thursday, February 16
· RAFT due.
· Read “Odysseus and Penelope.”
· Group discussion about issues in the end of The Odyssey.
Friday, February 17
· No class for 1st period.
· Catch-up day for 5th period.
Indiana State Standards covered this week:
· 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
· 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
· 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
· 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.
· 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
· 9.5.2 Write responses to literature that:
§ demonstrate a comprehensive grasp of the significant ideas of literary works.
§ support important ideas and viewpoints through accurate and detailed references to the text or to other works.
§ 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.
· 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Monday, February 06, 2006
Speech
Speech Syllabus
February 6-10, 2006
Mrs. Gifford
mgifford@plymouth.k12.in.us
School 936-2178 ext. 338
Home 936-7355
Monday, February 6, 2006
Continue working on research persuasive speeches. Discuss visual aides and help with speeches. Check outlines and manuscripts. Review speaking schedules. Students hand back midterm grade sheets. Hand out problem solving and go over. Go over problem solving sheet. Review what needs to be handed in on Tuesday.
Tuesday, February 7, 2006
Begin persuasive speeches. Remind students of problem solving sheet.
Wednesday, February 8, 2006
Persuasive speeches.
Thursday, February 9, 2006
Persuasive speeches
Friday, February 10, 2006
Finish any persuasive research speeches. Any students who need to make up speeches will do this today. All problem solving sheets should be handed in no later than today. Begin introduction to Mock Trial. Reflect over all speeches.
Comments:
Be sure to hand in persuasive problem solving sheet.
Make sure that you have all material organized in folder and ready to hand in before giving speech.
Next week we will be researching topics for Mock Trial.
February 6-10, 2006
Mrs. Gifford
mgifford@plymouth.k12.in.us
School 936-2178 ext. 338
Home 936-7355
Monday, February 6, 2006
Continue working on research persuasive speeches. Discuss visual aides and help with speeches. Check outlines and manuscripts. Review speaking schedules. Students hand back midterm grade sheets. Hand out problem solving and go over. Go over problem solving sheet. Review what needs to be handed in on Tuesday.
Tuesday, February 7, 2006
Begin persuasive speeches. Remind students of problem solving sheet.
Wednesday, February 8, 2006
Persuasive speeches.
Thursday, February 9, 2006
Persuasive speeches
Friday, February 10, 2006
Finish any persuasive research speeches. Any students who need to make up speeches will do this today. All problem solving sheets should be handed in no later than today. Begin introduction to Mock Trial. Reflect over all speeches.
Comments:
Be sure to hand in persuasive problem solving sheet.
Make sure that you have all material organized in folder and ready to hand in before giving speech.
Next week we will be researching topics for Mock Trial.
Sunday, February 05, 2006
English 9A
English 9A Syllabus
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• 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.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 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.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 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.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 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, 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.
• Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
support important ideas and viewpoints through accurate and detailed references to the text or to other works.
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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• 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.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 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.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 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.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 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, 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.
• Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
support important ideas and viewpoints through accurate and detailed references to the text or to other works.
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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Monday, January 30, 2006
Speech
Syllabus
Speech
January 30-February 3, 2006
Third week of Trimester II
Monday, January 30, 2006
Hand out sheets over persuasive speaking (Some of these were given to you on Friday). Lecture from notes. Explain the persuasive speech model using research. Explain grading rubric/evaluation. Review Monroe’s Motivated Sequence. Review logos. Go over chapter 9 p. 215 and hand out PowerPoint guide and go over p.241 chapter 10. Begin research introduction. Tell students what material they need. Students should have a possible topic to research. Hand out thesis statement sheets.
Tuesday, January 31, 2006
Continue with research process explanation and notes. Explain and answer questions over the types of research used for this speech. Distribute Works Cited sheet. Explain the MLA method of researching. Review the Plymouth High School Writing Process. Show sample from their handbook. Remind students to bring this to class each day. Students decide on a topic and temporary thesis. Show sample outline on board and go over with students. Hand out sample student speech and students make outline from it.
Wednesday, February 1, 2006
Students will be researching this hour. One half of class will be in the room; the other will be in writing lab. Make sure students know how to cut and paste. Make sure they run off material and the sources where they located the material.
Thursday, February 2, 2006
Continue working on persuasive speech. Some students will be researching in lab and classroom. Conference with students over research material.
Friday, February 3, 2006
Continue researching. Work in lab and classroom. Make sure students have found/narrowed topic.
Comments:
PERSUASIVE SPEECHES BEGIN FEBRUARY 7, 2006
You need to have research material in your portfolio.
Make sure you have writing handbook.
You will need your speech book each day.
You will need 4x6 note cards.
Speech
January 30-February 3, 2006
Third week of Trimester II
Monday, January 30, 2006
Hand out sheets over persuasive speaking (Some of these were given to you on Friday). Lecture from notes. Explain the persuasive speech model using research. Explain grading rubric/evaluation. Review Monroe’s Motivated Sequence. Review logos. Go over chapter 9 p. 215 and hand out PowerPoint guide and go over p.241 chapter 10. Begin research introduction. Tell students what material they need. Students should have a possible topic to research. Hand out thesis statement sheets.
Tuesday, January 31, 2006
Continue with research process explanation and notes. Explain and answer questions over the types of research used for this speech. Distribute Works Cited sheet. Explain the MLA method of researching. Review the Plymouth High School Writing Process. Show sample from their handbook. Remind students to bring this to class each day. Students decide on a topic and temporary thesis. Show sample outline on board and go over with students. Hand out sample student speech and students make outline from it.
Wednesday, February 1, 2006
Students will be researching this hour. One half of class will be in the room; the other will be in writing lab. Make sure students know how to cut and paste. Make sure they run off material and the sources where they located the material.
Thursday, February 2, 2006
Continue working on persuasive speech. Some students will be researching in lab and classroom. Conference with students over research material.
Friday, February 3, 2006
Continue researching. Work in lab and classroom. Make sure students have found/narrowed topic.
Comments:
PERSUASIVE SPEECHES BEGIN FEBRUARY 7, 2006
You need to have research material in your portfolio.
Make sure you have writing handbook.
You will need your speech book each day.
You will need 4x6 note cards.
Sunday, January 29, 2006
English 9A
English 9A Syllabus
January 30 – February 03, 2005
Trimester II – Week 3
Monday, January 30
• Vocabulary 1-5 review crossword puzzle due.
• Retake vocabulary 5 test – if you need to.
• Complete PowerPoint.
• Catch up on anything that is not complete.
• Independent reading time if you are caught up with everything.
Tuesday, January 31
• Vocabulary 1-5 review test.
• Distribute vocabulary 6 words.
• Begin Mythology Project presentations.
Wednesday, February 01
• Complete Mythology Project presentations.
• What is a hero? We will define this for ourselves and for the ancient Greeks.
Thursday, February 02
• Introduction to The Odyssey – short video clip.
• Read and discuss the introductory material in the textbook.
Friday, February 03
• Read and listen to “Calypso” chapter from The Odyssey.
• Read and listen to the song, “Calypso,” by Suzanne Vega.
• Begin WAC assignment: comparison/contrast essay on the book vs. the song.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 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.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 30 – February 03, 2005
Trimester II – Week 3
Monday, January 30
• Vocabulary 1-5 review crossword puzzle due.
• Retake vocabulary 5 test – if you need to.
• Complete PowerPoint.
• Catch up on anything that is not complete.
• Independent reading time if you are caught up with everything.
Tuesday, January 31
• Vocabulary 1-5 review test.
• Distribute vocabulary 6 words.
• Begin Mythology Project presentations.
Wednesday, February 01
• Complete Mythology Project presentations.
• What is a hero? We will define this for ourselves and for the ancient Greeks.
Thursday, February 02
• Introduction to The Odyssey – short video clip.
• Read and discuss the introductory material in the textbook.
Friday, February 03
• Read and listen to “Calypso” chapter from The Odyssey.
• Read and listen to the song, “Calypso,” by Suzanne Vega.
• Begin WAC assignment: comparison/contrast essay on the book vs. the song.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 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.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
Sunday, January 22, 2006
Student Teacher
Ms. Wezeman is a student teacher from Indiana University at South Bend who will be student teaching with me through Spring break. Ms. Wezeman spent some time this Fall observing the classes. We welcome her to Plymouth High School.
Speech
Speech Syllabus
January 23-27, 2006
Week two of second six weeks
Monday, January 23, 2006
• We will review Public Service Announcement material presented on Friday.
• This speech is worth 80 points. The WAC assignment is worth 40 points.
• Speeches will be on Wednesday. Everyone will go.
• Continue with notes over pathos.
• Rough drafts are due tomorrow Tuesday.
• Work on Public Service Announcement speeches.
Tuesday, January 24, 2006
• Practice with microphone again.
• Students pair and read, listen, time, and proof speeches.
• Students will attach one copy of speech to a Plymouth High School rubric that will be graded as their WAC assignment.
• Work on speeches.
• Students will read pp. 90-92 on evaluating a speaker’s reasoning.
Wednesday, January 25, 2006
• Hear Public Service Announcement Speeches.
• If have time, I will hand out material over research speech.
Thursday, January 26, 2006
• Hand back folders with all speeches. Go over the grades from last two radio speeches.
• Discuss research speech.
• I will explain the persuasive speech model using research. Give handout and go over Logos and Monroe’s Motivated Sequence.
• Think of research topic for Friday.
Friday, January 27, 2006
• Continue discussing research speech.
• Hand out some more material over this.
• Students will have time to begin researching in lab.
January 23-27, 2006
Week two of second six weeks
Monday, January 23, 2006
• We will review Public Service Announcement material presented on Friday.
• This speech is worth 80 points. The WAC assignment is worth 40 points.
• Speeches will be on Wednesday. Everyone will go.
• Continue with notes over pathos.
• Rough drafts are due tomorrow Tuesday.
• Work on Public Service Announcement speeches.
Tuesday, January 24, 2006
• Practice with microphone again.
• Students pair and read, listen, time, and proof speeches.
• Students will attach one copy of speech to a Plymouth High School rubric that will be graded as their WAC assignment.
• Work on speeches.
• Students will read pp. 90-92 on evaluating a speaker’s reasoning.
Wednesday, January 25, 2006
• Hear Public Service Announcement Speeches.
• If have time, I will hand out material over research speech.
Thursday, January 26, 2006
• Hand back folders with all speeches. Go over the grades from last two radio speeches.
• Discuss research speech.
• I will explain the persuasive speech model using research. Give handout and go over Logos and Monroe’s Motivated Sequence.
• Think of research topic for Friday.
Friday, January 27, 2006
• Continue discussing research speech.
• Hand out some more material over this.
• Students will have time to begin researching in lab.
English 9A
English 9A Syllabus
January 23 – 27, 2005
Trimester II – Week 2
Monday, January 23
• Vocabulary 5 due.
• Review vocabulary 5 for tomorrow’s test.
• Mythology research continues.
Tuesday, January 24
• Vocabulary 5 test.
• Walkthrough how to create the annotated bibliography.
Wednesday, January 25
• Discuss sentence fragments and run-ons. You will need your English Workshop book.
• Complete research.
Thursday, January 26
• Quiz over fragments and run-ons.
• Create your PowerPoint slides.
• Practice your presentation.
Friday, January 27
• Criterion day – in the computer lab.
Looking Ahead:
• Mythology Project presentations on Monday!
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
• 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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 23 – 27, 2005
Trimester II – Week 2
Monday, January 23
• Vocabulary 5 due.
• Review vocabulary 5 for tomorrow’s test.
• Mythology research continues.
Tuesday, January 24
• Vocabulary 5 test.
• Walkthrough how to create the annotated bibliography.
Wednesday, January 25
• Discuss sentence fragments and run-ons. You will need your English Workshop book.
• Complete research.
Thursday, January 26
• Quiz over fragments and run-ons.
• Create your PowerPoint slides.
• Practice your presentation.
Friday, January 27
• Criterion day – in the computer lab.
Looking Ahead:
• Mythology Project presentations on Monday!
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
• 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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
Sunday, January 15, 2006
Speech
Speech Syllabus
January 16-20, 2006
Monday, January 16, 2006
• Discuss chapter 15 and check and collect student work.
• A media quiz will be handed out and students will discuss their answers.
• I will begin lecturing over chapter 15 with all of you participating.
• I will discuss ethos.
• Radio #1 speech will be assigned. This speech is due on Thursday. Everyone will go in one day.
• Explain the hand out over radio speech #1 and explain the rubric.
• I will conference with you about grades.
Tuesday, January 17, 2006
• I will define media and its purpose.
• I will give you examples of radio commercials-both professional and student.
• I will go over pp. 635-639 if did not cover.
• I will give you a radio worksheet.
• Hand in manuscript with time and target audience as well as evaluation form.
• All students will practice with the microphone.
• Work time.
Wednesday, January 18, 2006
• In-Service today. We will not have class.
• Plymouth High School has open house tonight.
Thursday, January 19, 2006
• Students complete their radio speeches.
Friday, January 20, 2006
• Radio Speech #2 information will be given out. This is a Public Service Announcement.
• This speech is due on Wednesday, January 25, 2006.
• I will lecture over pathos.
• All students need to bring worksheet to class on Monday.
• The PHS writing rubric will be used to grade manuscript. This is the WAC assignment.
January 16-20, 2006
Monday, January 16, 2006
• Discuss chapter 15 and check and collect student work.
• A media quiz will be handed out and students will discuss their answers.
• I will begin lecturing over chapter 15 with all of you participating.
• I will discuss ethos.
• Radio #1 speech will be assigned. This speech is due on Thursday. Everyone will go in one day.
• Explain the hand out over radio speech #1 and explain the rubric.
• I will conference with you about grades.
Tuesday, January 17, 2006
• I will define media and its purpose.
• I will give you examples of radio commercials-both professional and student.
• I will go over pp. 635-639 if did not cover.
• I will give you a radio worksheet.
• Hand in manuscript with time and target audience as well as evaluation form.
• All students will practice with the microphone.
• Work time.
Wednesday, January 18, 2006
• In-Service today. We will not have class.
• Plymouth High School has open house tonight.
Thursday, January 19, 2006
• Students complete their radio speeches.
Friday, January 20, 2006
• Radio Speech #2 information will be given out. This is a Public Service Announcement.
• This speech is due on Wednesday, January 25, 2006.
• I will lecture over pathos.
• All students need to bring worksheet to class on Monday.
• The PHS writing rubric will be used to grade manuscript. This is the WAC assignment.
English 9A
English 9A Syllabus
January 16 – 20, 2005
Trimester II
Monday, January 16
• Vocabulary 4 due!
• Talk about new Red Dot Book project for this six weeks.
• Talk about symbolism.
• Read and listen to “The Scarlet Ibis” by James Hurst, p. 315.
Tuesday, January 17
• Vocabulary 4 test!
• Distribute Vocabulary 5.
• DOL on “The Scarlet Ibis.”
• Graphic Organizer about word pictures and how they illustrate what the narrator feels about his brother.
Wednesday, January 18
Period 5 will not meet today because of teacher In-Service
• Dig deeper into the symbolism of the ibis. Why is there so much RED in this story?
• Search for and write about the symbolism of the color red in “The Scarlet Ibis.”
Thursday, January 19
• Introduction to Greek Mythology.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• Choose a Greek god or goddess to research and get started.
Friday, January 20
Mr. Waymouth will join us to teach us all about effective research techniques.
Indiana State Standards covered this week:
• 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).
• 9.3.7 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.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 16 – 20, 2005
Trimester II
Monday, January 16
• Vocabulary 4 due!
• Talk about new Red Dot Book project for this six weeks.
• Talk about symbolism.
• Read and listen to “The Scarlet Ibis” by James Hurst, p. 315.
Tuesday, January 17
• Vocabulary 4 test!
• Distribute Vocabulary 5.
• DOL on “The Scarlet Ibis.”
• Graphic Organizer about word pictures and how they illustrate what the narrator feels about his brother.
Wednesday, January 18
Period 5 will not meet today because of teacher In-Service
• Dig deeper into the symbolism of the ibis. Why is there so much RED in this story?
• Search for and write about the symbolism of the color red in “The Scarlet Ibis.”
Thursday, January 19
• Introduction to Greek Mythology.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• Choose a Greek god or goddess to research and get started.
Friday, January 20
Mr. Waymouth will join us to teach us all about effective research techniques.
Indiana State Standards covered this week:
• 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).
• 9.3.7 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.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
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