ELL I A
Syllabus
September 11-15, 2006
Week Four
Monday, September 11, 2006
• We will go over Daily Oral Language.
• We will work on an exercise over sentence structure and order.
• Criterion essay needs to be run off to edit.
• If have time, read Red Dot books.
Power Standards:
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.
Tuesday, September 12, 2006
• You will each take a Red Dot book test.
• We will work on the Red Dot book project.
• Introduction to “Narrative Writing.”
• We will begin going over pp. 62-68 in High Point textbook.
• We will use the “Story Chart, Features of Narrative Writing, and Writing: Show, Don’t Tell” graphic organizers.
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.
Wednesday, September 13, 2006
• We will be in the computer lab working on Criterion writing.
• We will continue working on sentence structure.
Power Standards/Objectives:
9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Thursday, September 14, 2006
• We will work on “Narrative Writing.”
• Discuss word bank.
• Peer edit if have time.
• Red dot projects.
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.
Friday, September 15, 2006
• Final essays are due today.
• Go to media center to get another red dot book.
• Review reading strategies.
Power Standards/Objectives;
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Important Dates:
• Tuesday, September 12, 2006: Red Dot book tests
• Wednesday, September 13, 2006: Open House at Plymouth High School
• Monday, September 18, 2006: Week of ISTEP. We will have a revised schedule on Wednesday and Thursday so you will not have ELL class..
• Friday, September 29, 2006: End of the first six weeks
Monday, September 11, 2006
English 9A
English 9A
Syllabus
September 11-15, 2006
Week Four
Monday, September 11, 2006
• Work on Daily Oral Language.
• We will peer edit “Personal Narrative” essays using peer editing sheets given out on Friday.
• Vocabulary Lesson Four is due on Tuesday.
• Remember that Red Dot book tests will be tomorrow-Tuesday.
• Polished essays will be typed into criterion on Wednesday.
• We will review verbs on Tuesday.
• You will complete Problem Solving activity over “Poison.”
Power Standards:
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.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Tuesday, September 12, 2006
• Introduction to the short story “The Birds.”
• Read the story using reading strategy.
• We will go over Vocabulary 4. Test is on Friday.
• I will collect Problem Solving activity.
• Discuss verbs.
• You will take Red Dot book tests in class.
Power Standards:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Wednesday, September 13, 2006
• We will be in the lab today. You will type your critiqued essay into Criterion.
• If you finish early, work on last criterion. Please make sure you have cut and pasted into Microsoft Word. Please use the MLA guidelines for finished paper.
• Be sure to enter at least two comments for each essay.
Power Standards:
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
Thursday, September 14, 2006
• Continue with “The Birds.”
• We will discuss compare/contrast essay writing.
• We will review for vocabulary 4 test tomorrow.
Power Standards:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Friday, September 15, 2006
• Test over Vocabulary Lesson four and verbs.
• Go to library and get another Red Dot book.
• Hand out Vocabulary Lesson Five.
• If have time, we will do “Rainbow Revision” using the first Criterion Essay.
• Discuss ISTEP strategies.
Power Standards:
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.
Important Dates:
• Tuesday, September 12, 2006: Red Dot book tests
• Monday, September 18, 2006: Week of ISTEP. We will have a revised schedule on Wednesday and Thursday so you will have English 9 in the afternoon on these days.
• Wednesday, September 13, 2006: Open House at Plymouth High School
• Friday, September 29, 2006: End of the first six weeks
Syllabus
September 11-15, 2006
Week Four
Monday, September 11, 2006
• Work on Daily Oral Language.
• We will peer edit “Personal Narrative” essays using peer editing sheets given out on Friday.
• Vocabulary Lesson Four is due on Tuesday.
• Remember that Red Dot book tests will be tomorrow-Tuesday.
• Polished essays will be typed into criterion on Wednesday.
• We will review verbs on Tuesday.
• You will complete Problem Solving activity over “Poison.”
Power Standards:
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.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Tuesday, September 12, 2006
• Introduction to the short story “The Birds.”
• Read the story using reading strategy.
• We will go over Vocabulary 4. Test is on Friday.
• I will collect Problem Solving activity.
• Discuss verbs.
• You will take Red Dot book tests in class.
Power Standards:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Wednesday, September 13, 2006
• We will be in the lab today. You will type your critiqued essay into Criterion.
• If you finish early, work on last criterion. Please make sure you have cut and pasted into Microsoft Word. Please use the MLA guidelines for finished paper.
• Be sure to enter at least two comments for each essay.
Power Standards:
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
Thursday, September 14, 2006
• Continue with “The Birds.”
• We will discuss compare/contrast essay writing.
• We will review for vocabulary 4 test tomorrow.
Power Standards:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Friday, September 15, 2006
• Test over Vocabulary Lesson four and verbs.
• Go to library and get another Red Dot book.
• Hand out Vocabulary Lesson Five.
• If have time, we will do “Rainbow Revision” using the first Criterion Essay.
• Discuss ISTEP strategies.
Power Standards:
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.
Important Dates:
• Tuesday, September 12, 2006: Red Dot book tests
• Monday, September 18, 2006: Week of ISTEP. We will have a revised schedule on Wednesday and Thursday so you will have English 9 in the afternoon on these days.
• Wednesday, September 13, 2006: Open House at Plymouth High School
• Friday, September 29, 2006: End of the first six weeks
Tuesday, September 05, 2006
ELL 1A
ELL I A Syllabus
Mrs. Gifford
September 5-8, 2006
Monday, September 5, 2006
• Daily Oral Language for the week.
• Check Criterion Writing Update ____________
• Review words from “Talking Walls.”___________
• Go over the Respond to the Essay section on p. 32.________
• Practice writing paragraphs using the Main Idea and Details Graphic Organizer.__
• We will discuss Red Dot Books______________
• Review subject and predicate________________
• Finish packets over “Talking Walls” unit.______________
• Test over unit 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.
9.5.2 Write responses to literature that: demonstrate a comprehensive grasp of the significant ideas of literary works
Wednesday, September 6, 2006
• Daily Oral Language exercise_________________________
• Review “Talking Walls” unit before test. _________________
• Work on essays.______________________
• Red Dot Book reading and responding.______________________
Power Standards/Objectives:
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.
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing
Thursday, September 7, 2006
• Daily Oral Language_____________________.
• Go over test. ___________________________
• Continue with essays_____________________.
• Work on Criterion_______________________.
• Discuss Mural Project____________________.
• Red Dot Book___________________________>
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.
Friday, September 8, 2006
• Daily Oral Language
• Work on “Talking Wall” Project_______________________.
• Red Dot Book reading strategy/writing _________________>
Power Standards/Objectives:
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
A Look Ahead:
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
Mrs. Gifford
September 5-8, 2006
Monday, September 5, 2006
• Daily Oral Language for the week.
• Check Criterion Writing Update ____________
• Review words from “Talking Walls.”___________
• Go over the Respond to the Essay section on p. 32.________
• Practice writing paragraphs using the Main Idea and Details Graphic Organizer.__
• We will discuss Red Dot Books______________
• Review subject and predicate________________
• Finish packets over “Talking Walls” unit.______________
• Test over unit 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.
9.5.2 Write responses to literature that: demonstrate a comprehensive grasp of the significant ideas of literary works
Wednesday, September 6, 2006
• Daily Oral Language exercise_________________________
• Review “Talking Walls” unit before test. _________________
• Work on essays.______________________
• Red Dot Book reading and responding.______________________
Power Standards/Objectives:
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.
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing
Thursday, September 7, 2006
• Daily Oral Language_____________________.
• Go over test. ___________________________
• Continue with essays_____________________.
• Work on Criterion_______________________.
• Discuss Mural Project____________________.
• Red Dot Book___________________________>
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.
Friday, September 8, 2006
• Daily Oral Language
• Work on “Talking Wall” Project_______________________.
• Red Dot Book reading strategy/writing _________________>
Power Standards/Objectives:
9.5.2 Write responses to literature that:
demonstrate a comprehensive grasp of the significant ideas of literary works.
A Look Ahead:
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
Monday, September 04, 2006
English 9A
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
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
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.
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