ELL I A
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Because we did not finish everything on Friday, we will do the following.
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
• Quiz over verbs on Thursday.
Tuesday, October 17, 2006
• Continue with summary writing.
• Explain Annotated Bibliographies.
Wednesday, October 18, 2006
• The class does not meet today because we have a half day.
Thursday, October 19, 2006
• Test over tenses of verbs
• You can begin typing your summaries.
• Read red dot books.
• Discuss business letter format.
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Writing: English Language Conventions9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Sunday, October 15, 2006
Saturday, October 14, 2006
English 9A
English 9A
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Vocabulary 7 test.
• Discuss and continue working on Annotative Bibliographies.
• Annotated Bibliographies are due on Wednesday.
• Introduction to subject/verb agreement. Chapter 14 in English Workbook Handbook.
• Cover pp. 173-178. Homework for Tuesday.
Tuesday, October 17, 2006
• Continue with subject/verb agreement, pp. 179-184.
• We will complete the Review Exercise on p. 185.
• Quiz over subject/verb agreement on Wednesday.
• Reminder that Annotated Bibliographies are due on Wednesday.
Wednesday, October 18, 2006
• Collect Annotated Bibliographies.
• Quiz over subject/verb agreement.
• Hand out Vocabulary 8. This assignment will be due on Tuesday, October 24.
Thursday, October 19, 2006
• Half-day and periods 1 and 2 do not meet.
Have a Happy Fall Break and a Safe One.
Power Standards/ Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
9.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings)
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
Syllabus
October 16-19, 2006
Trimester I
Second Six Weeks
Week Three
Monday, October 16, 2006
• Vocabulary 7 test.
• Discuss and continue working on Annotative Bibliographies.
• Annotated Bibliographies are due on Wednesday.
• Introduction to subject/verb agreement. Chapter 14 in English Workbook Handbook.
• Cover pp. 173-178. Homework for Tuesday.
Tuesday, October 17, 2006
• Continue with subject/verb agreement, pp. 179-184.
• We will complete the Review Exercise on p. 185.
• Quiz over subject/verb agreement on Wednesday.
• Reminder that Annotated Bibliographies are due on Wednesday.
Wednesday, October 18, 2006
• Collect Annotated Bibliographies.
• Quiz over subject/verb agreement.
• Hand out Vocabulary 8. This assignment will be due on Tuesday, October 24.
Thursday, October 19, 2006
• Half-day and periods 1 and 2 do not meet.
Have a Happy Fall Break and a Safe One.
Power Standards/ Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
9.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings)
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
Sunday, October 08, 2006
English 9A
English 9A
Syllabus
October 9-13, 2006
Second Six Weeks
Week Two
Monday, October 9, 2006
• Vocabulary 7 words due on Tuesday.
• Go over the short story “The Necklace.”
• Discuss the study guide.
• Quiz over the story on Tuesday.
• If have time, introduction to Greek Mythology.
• Check rough drafts of comparison/contrast essays.
Homework:
Check rough drafts to make sure you have used the SEE (Statement, Extension, and Elaboration Method. It is in the packet I gave you on Comparison/contrast writing.
Power Standards/Objectives
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Tuesday, October 10, 2006
• Quiz over “The Necklace.”
• Go over Vocabulary 7.
• We are going to use “Color-Coding” to evaluate transitions. This is on p. 180 of your packet. Tomorrow we will be in the lab for criterion writing.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• You will look and choose a Greek god or goddess.
Power Standards/Objectives
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Edit and proofread one’s own writing, as well as that of others
Wednesday, October 11, 2006
In lab working on criterion writing. Final comparison/contrast essay will be inserted into criterion.
Continue working on mythology project.
Power Standards/Objectives:
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing..
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Thursday, October 12, 2006
• Spend the time in class working on research for mythology project.
• We will cover all the material needed.
• Friday, vocabulary 7 test.
Power Standards/Objectives:
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Friday, October 13, 2006
• Vocabulary test.
• Read mythology material.
• Read “The Scarlet Ibis,” and complete the study guide. This is due on Monday.
Power Standards/Objectives:
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Important Dates:Friday, October 27, 2006: Red Dot Books due. Business letter due.
Syllabus
October 9-13, 2006
Second Six Weeks
Week Two
Monday, October 9, 2006
• Vocabulary 7 words due on Tuesday.
• Go over the short story “The Necklace.”
• Discuss the study guide.
• Quiz over the story on Tuesday.
• If have time, introduction to Greek Mythology.
• Check rough drafts of comparison/contrast essays.
Homework:
Check rough drafts to make sure you have used the SEE (Statement, Extension, and Elaboration Method. It is in the packet I gave you on Comparison/contrast writing.
Power Standards/Objectives
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Tuesday, October 10, 2006
• Quiz over “The Necklace.”
• Go over Vocabulary 7.
• We are going to use “Color-Coding” to evaluate transitions. This is on p. 180 of your packet. Tomorrow we will be in the lab for criterion writing.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• You will look and choose a Greek god or goddess.
Power Standards/Objectives
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Edit and proofread one’s own writing, as well as that of others
Wednesday, October 11, 2006
In lab working on criterion writing. Final comparison/contrast essay will be inserted into criterion.
Continue working on mythology project.
Power Standards/Objectives:
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing..
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Thursday, October 12, 2006
• Spend the time in class working on research for mythology project.
• We will cover all the material needed.
• Friday, vocabulary 7 test.
Power Standards/Objectives:
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Friday, October 13, 2006
• Vocabulary test.
• Read mythology material.
• Read “The Scarlet Ibis,” and complete the study guide. This is due on Monday.
Power Standards/Objectives:
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Important Dates:Friday, October 27, 2006: Red Dot Books due. Business letter due.
ELL I A
ELL I A
Syllabus
October 9-13, 2006
Trimester I
Second Six Weeks- Week Two
Monday, October 9, 2006
• Write in black portfolio.
• Daily Oral Language
• Review Inspiration Web.
• Begin composing story from interview.
• Study words from “Keeping Quilt.”
• Test over these and story if have time.
Tuesday, October 10, 2006
• Finish test if did not have time on Monday.
• We will go over the packet on verb tenses from the “The Quilting Bee.”
• Tomorrow we are in lab for criterion writing.
• I will check to see if everyone has a new red dot book.
Wednesday, October 11, 2006
• In lab for criterion writing.
• Type story from interview if did not complete this.
• If finished, read red dot books.
Thursday, October 12, 2006
• Introduction to research and the Internet.
• I will explain the PowerPoint Presentation you will be making.
• I will model note taking.
• We will discuss topics and begin researching.
•
Friday, October 13, 2006
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
Red dot books are due on Friday, October 27, 2006
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Syllabus
October 9-13, 2006
Trimester I
Second Six Weeks- Week Two
Monday, October 9, 2006
• Write in black portfolio.
• Daily Oral Language
• Review Inspiration Web.
• Begin composing story from interview.
• Study words from “Keeping Quilt.”
• Test over these and story if have time.
Tuesday, October 10, 2006
• Finish test if did not have time on Monday.
• We will go over the packet on verb tenses from the “The Quilting Bee.”
• Tomorrow we are in lab for criterion writing.
• I will check to see if everyone has a new red dot book.
Wednesday, October 11, 2006
• In lab for criterion writing.
• Type story from interview if did not complete this.
• If finished, read red dot books.
Thursday, October 12, 2006
• Introduction to research and the Internet.
• I will explain the PowerPoint Presentation you will be making.
• I will model note taking.
• We will discuss topics and begin researching.
•
Friday, October 13, 2006
• We will practice note taking from material we researched.
• You will practice summary writing,
• Complete “Using Parts of a Book.” You will need to use your High Point Book.
• Continue with verbs and the packet.
Red dot books are due on Friday, October 27, 2006
Power Standards/Objectives:
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
Writing Application:
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals
Reading
9.3.7Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Sunday, October 01, 2006
ELL 1A
ELL IA
Syllabus
October 2-6, 2006
Second Six Weeks
Week One
Monday, October 2, 2006
• Write in black portfolio.
• Daily Oral Language
• We will check and see if essay corrections have been made.
• Introduction to Unit II “Fitting In.”
• Fill in graphic Organizer-mind map
• Discuss the unit and preview questions.
• Build and Vocabulary Lesson-Interview a family member. Use interview organizer for this.
• Work on verb tenses.
Tuesday, October 3, 2006
• Write in black portfolio.
• Daily Oral Language.
• Check Interview questions-I will collect them.
• On Wednesday, you will begin your story about a family member.
• Write the vocabulary words for “The Keeping Quilt.”
• Begin the story, “The Keeping Quilt.” Listen to it. Test is on Friday.
• Reading strategy- How to Preview and Predict.
Wednesday, October 4, 2006
• Write in black portfolio.
• Daily Oral Language.
• Go over the vocabulary words from “The Keeping Quilt.”
• Study words for test tomorrow.
• Begin writing story from interview. Underline verbs.
• Work on verb tense-look at pages 450-451 in your textbook for verb help.
Thursday, October 5, 2006
• Review vocabulary words from “The Keeping Quilt.”
• Test over the words.
• Work on “ Words for special days.” The definitions are in the glossary in the back of your textbook under Glossary.
• We will read the “The Quilting Bee” story and change underlined verbs to past tense.
• If have time, read outside reading books.
Friday, October 6, 2006
• Unit test over “The Keeping Quilt.”
• Type story from interview.
• Red dot book reading.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing Application
9.4.1 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Writing Process
9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
Syllabus
October 2-6, 2006
Second Six Weeks
Week One
Monday, October 2, 2006
• Write in black portfolio.
• Daily Oral Language
• We will check and see if essay corrections have been made.
• Introduction to Unit II “Fitting In.”
• Fill in graphic Organizer-mind map
• Discuss the unit and preview questions.
• Build and Vocabulary Lesson-Interview a family member. Use interview organizer for this.
• Work on verb tenses.
Tuesday, October 3, 2006
• Write in black portfolio.
• Daily Oral Language.
• Check Interview questions-I will collect them.
• On Wednesday, you will begin your story about a family member.
• Write the vocabulary words for “The Keeping Quilt.”
• Begin the story, “The Keeping Quilt.” Listen to it. Test is on Friday.
• Reading strategy- How to Preview and Predict.
Wednesday, October 4, 2006
• Write in black portfolio.
• Daily Oral Language.
• Go over the vocabulary words from “The Keeping Quilt.”
• Study words for test tomorrow.
• Begin writing story from interview. Underline verbs.
• Work on verb tense-look at pages 450-451 in your textbook for verb help.
Thursday, October 5, 2006
• Review vocabulary words from “The Keeping Quilt.”
• Test over the words.
• Work on “ Words for special days.” The definitions are in the glossary in the back of your textbook under Glossary.
• We will read the “The Quilting Bee” story and change underlined verbs to past tense.
• If have time, read outside reading books.
Friday, October 6, 2006
• Unit test over “The Keeping Quilt.”
• Type story from interview.
• Red dot book reading.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading:
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves)
9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Writing Application
9.4.1 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Writing Process
9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
English 9A
English 9A
Syllabus
Second Six Weeks
Week One
Monday, October 2, 2006
• Hand out and discuss red dot book project for this six weeks.
• Hand out study guide for “Thank you M’am; you will complete this.
• Quiz over “Thank you M’am” on Tuesday after discussing study guide.
• Introduce sentence fragments. We will go over this. Homework is the sheet over fragments and review exercise 4 on p. 64 in English Workshop book.
• We will locate fragments from advertisements.
Tuesday, October 3, 2006
• We will discuss the study guide and story.
• Short quiz over this.
• Review sentence fragment/run-ons.
• Quiz on Wednesday.
• Begin discussing “Harrison Bergeron.” You must know the words to own.
• Quiz over this on Wednesday.
Wednesday, October 4, 2006
• Quiz over sentence fragments/run-ons.
• Quiz over “Harrison Bergeron.”
• Review the sheets over Subject/Verb Agreement.
• Read red dot book.
Thursday, October 5, 2006
• You will be reading “The Gift of the Magi.” You are to complete the study guide using complete sentences and focusing on correct subject/verb agreement.
• Work on rough drafts.
• Read red dot books.
Friday, October 6, 2006
• Vocabulary six test.
• Continue working on Comparison/Contrast essays.
• Begin “The Scarlet Ibis.” Practice locating and writing about symbolism.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Syllabus
Second Six Weeks
Week One
Monday, October 2, 2006
• Hand out and discuss red dot book project for this six weeks.
• Hand out study guide for “Thank you M’am; you will complete this.
• Quiz over “Thank you M’am” on Tuesday after discussing study guide.
• Introduce sentence fragments. We will go over this. Homework is the sheet over fragments and review exercise 4 on p. 64 in English Workshop book.
• We will locate fragments from advertisements.
Tuesday, October 3, 2006
• We will discuss the study guide and story.
• Short quiz over this.
• Review sentence fragment/run-ons.
• Quiz on Wednesday.
• Begin discussing “Harrison Bergeron.” You must know the words to own.
• Quiz over this on Wednesday.
Wednesday, October 4, 2006
• Quiz over sentence fragments/run-ons.
• Quiz over “Harrison Bergeron.”
• Review the sheets over Subject/Verb Agreement.
• Read red dot book.
Thursday, October 5, 2006
• You will be reading “The Gift of the Magi.” You are to complete the study guide using complete sentences and focusing on correct subject/verb agreement.
• Work on rough drafts.
• Read red dot books.
Friday, October 6, 2006
• Vocabulary six test.
• Continue working on Comparison/Contrast essays.
• Begin “The Scarlet Ibis.” Practice locating and writing about symbolism.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), in a text.
Writing: Processes
9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held briefs, hypotheses, and definitions
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
Writing: English Language Conventions
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Wednesday, September 27, 2006
ELL 1A
ELL A I
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses
English 9A
English 9A
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Tuesday, September 26, 2006
English 9A
ELL A I
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consis
Syllabus
September 25-29, 2006
Monday, September 25, 2006
• Daily Oral Language
• We will discuss the “Rainbow Revision” writing strategy, and the peer-editing sheet we worked on Friday.
• We will work on improving sentence structure in essays.
• Pages 67-68 in High Point help review sentence/paragraph structure.
• Final corrected essay is due on Wednesday.
• We will go over the English-Spanish cognates.
Tuesday, September 26, 2006
• Daily Oral Language
• Vocabulary notebooks and new words each week.
• Writing journal entry.
• Introduction to Comparison/Contrast essay.
• Introduction to Unit Two.
• Quick write-think, pair, share, on fitting in.
Wednesday, September 27, 2006
• Daily Oral Language
• Writing to Compare
• Words to know.
• Modeling paragraphs of comparison
• Complete Practice A/B in “Writing to Compare” sheet.
• Think of something to compare-writing.
Thursday, September 28, 2006
• Work on comparison paragraphs.
• Work on transitional words.
• Work on introduction/conclusions/
Friday, September 29, 2006
• In lab working on criterion write.
Power Standards/Objectives:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Writing: Processes
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics
9.4.11 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.12 Use a computer to design and publish documents by using advanced publishing software and graphic programs. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consis
English 9A
English 9A
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Syllabus
September 25-29, 2006
Week 6
Monday, September 25, 2006
• Continue with The Birds.
• Hand out information over Comparison/Contrast essay. You need to read the information tonight and to think about a topic.
• We will review words for Vocabulary 1-5 words on Tuesday. You need to start studying the previous word lists. Test is on Wednesday.
• Tonight you are to read the news article “Hundreds of Birds Invade Home in California” p. 76 in literature book. We will compare/contrast it tomorrow.
• You will also complete a reading comprehension exercise.
Tuesday, September 26, 2006
• Go over comparison/contrast material.
• We will go over the news article and discuss comparisons; this will help you with the essay you will write.
• Review for unit vocabulary test.
• Continue discussing comparison/contrast writing.
• We will discuss sentence fragments.
Wednesday, September 27, 2006
• Test over vocabulary words from lessons 1-5.
• Continue working on comparison/contrast essays.
• For homework, you are to read “Thank You M’am”- Langston Hughes, pp. 120-124.
•
Thursday, September 28, 2006
• Discuss “Thank You M’am.” Possible assessment.
• Continue working on essay. We will be in lab tomorrow to insert rough draft.
• Homework is the short story “Harrison Bergeron,” pp. 133-139. Think about satire as you read. The definition of satire is in the “Handbook of Literary Terms” section in your literature books.
• Remember that rough drafts are due tomorrow.
Friday, September 29, 2006
• Discuss the short story.
• We will type in lab.
• You may read outside reading books if finish typing rough draft of essay.
• Hand out vocabulary 6. Words due on Tuesday.
Power Standards/Objectives:
Vocabulary
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Reading
9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work.
9.3.6 Analyze the trace an author’s development of time and sequence, devices, such as foreshadowing
(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
9.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing: Processes
9.5.2 Write responses to literature that:
• Demonstrate a comprehensive grasp of the significant ideas of literary works.
• Support statements with evidence from the text.
• Demonstrate an awareness of the author’s style and an appreciation of the effects created.
Identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.4.2 Establish a coherent theme that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.9 Use a computer to design and publish
documents by using advanced publishing software and graphic programs.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
9.6.3 Analyze the trace an author’s development of time and sequence
Monday, September 18, 2006
English 9A
English 9A
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• We will review Daily Oral Language.
• Review verb handout.
• Hand in Red Dot book projects.
• Discuss literary terms. Test on Friday.
• We will finish short story “The Birds.” If not, this is your homework.
• Reminder of ISTEP on Tuesday. Discuss strategies.
• Vocabulary 5 due on Tuesday.
I will hand out a hard copy of grades. These grades were emailed home on Friday, September 15, 2006. Signed copy needs to be returned on Wednesday.
Power Standards/Objective:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Tuesday, September 19, 2006
• This is ISTEP testing day. We will not meet periods 1 & 2.
• Be sure to have your literature and red dot book with you at testing so you will be able to read after you complete the test.
Wednesday, September 20, 2006
• Discuss short story “The Birds” and have a quiz over it.
• We will go over Vocabulary. Discuss unit vocabulary test lessons 1-5 for Friday.
• Discuss comparison/contrast essay using the film of “The Birds” and the short story. If have time, we will begin the film.
• You will use a comparison/contrast graphic organizer.
Power Standards/Objectives:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Thursday, September 21, 2006
• Review for vocabulary test.
• Work on fragments and run-ons in English Workshop-chapter 11.
• All students who need to take another red dot book test need to take it no later than Friday.
• Continue using comparison/contrast graphic organizer.
• Review information in English Workshop book pp. 19-23.
Power Standards/Objectives:
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Friday, September 22, 2006
• Test over literary terms.
• Test over vocabulary.
• Read outside reading books.
Important Dates:
Because of the testing, we may get behind so this syllabus may be changed.
Take your time on the ISTEP and read the questions and writing prompt very carefully.
Friday, September 29, 2006: End of the first six weeks.
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• We will review Daily Oral Language.
• Review verb handout.
• Hand in Red Dot book projects.
• Discuss literary terms. Test on Friday.
• We will finish short story “The Birds.” If not, this is your homework.
• Reminder of ISTEP on Tuesday. Discuss strategies.
• Vocabulary 5 due on Tuesday.
I will hand out a hard copy of grades. These grades were emailed home on Friday, September 15, 2006. Signed copy needs to be returned on Wednesday.
Power Standards/Objective:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
Tuesday, September 19, 2006
• This is ISTEP testing day. We will not meet periods 1 & 2.
• Be sure to have your literature and red dot book with you at testing so you will be able to read after you complete the test.
Wednesday, September 20, 2006
• Discuss short story “The Birds” and have a quiz over it.
• We will go over Vocabulary. Discuss unit vocabulary test lessons 1-5 for Friday.
• Discuss comparison/contrast essay using the film of “The Birds” and the short story. If have time, we will begin the film.
• You will use a comparison/contrast graphic organizer.
Power Standards/Objectives:
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Thursday, September 21, 2006
• Review for vocabulary test.
• Work on fragments and run-ons in English Workshop-chapter 11.
• All students who need to take another red dot book test need to take it no later than Friday.
• Continue using comparison/contrast graphic organizer.
• Review information in English Workshop book pp. 19-23.
Power Standards/Objectives:
9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
Friday, September 22, 2006
• Test over literary terms.
• Test over vocabulary.
• Read outside reading books.
Important Dates:
Because of the testing, we may get behind so this syllabus may be changed.
Take your time on the ISTEP and read the questions and writing prompt very carefully.
Friday, September 29, 2006: End of the first six weeks.
ELL 1A
ELL IA
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• You will receive a hard copy of your grades. The copy should be signed and returned on Tuesday. Email copies were sent on Friday, September 15, 2006.
• We will be working on test taking strategies today.
• We will go over Concepts and Vocabulary from Unit I.
Power Standards/Objectives:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, September 19, 2006
• All criterion essays need to be completed today.
• We will focus on reading comprehension today. We will read the selection “Code Talkers” using reading strategies. We will have an assessment.
• We will enter more new words into our Word Bank. Please make sure you define these.
• Introduce comparison/contrast writing.
• You will practice with graphic organizer.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, September 20, 2006
This class will not meet today because of ISTEP and the testing schedule.
Thursday, September 21, 2006
This class will not meet today because of ISTEP and the testing schedule.
Friday, September 21, 2006
• All red dot book tests need to be taken today.
• Continue with grammar and sentence structure.
• We will proof typed essays for correct sentence structure.
• Portfolios will be checked today.
• Read outside reading books.
• Finish all criterion essays.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
End of the six weeks is Friday, September 29, 2006
Syllabus
September 18-22, 2006
Week Five
Monday, September 18, 2006
• You will receive a hard copy of your grades. The copy should be signed and returned on Tuesday. Email copies were sent on Friday, September 15, 2006.
• We will be working on test taking strategies today.
• We will go over Concepts and Vocabulary from Unit I.
Power Standards/Objectives:
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Tuesday, September 19, 2006
• All criterion essays need to be completed today.
• We will focus on reading comprehension today. We will read the selection “Code Talkers” using reading strategies. We will have an assessment.
• We will enter more new words into our Word Bank. Please make sure you define these.
• Introduce comparison/contrast writing.
• You will practice with graphic organizer.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply
Wednesday, September 20, 2006
This class will not meet today because of ISTEP and the testing schedule.
Thursday, September 21, 2006
This class will not meet today because of ISTEP and the testing schedule.
Friday, September 21, 2006
• All red dot book tests need to be taken today.
• Continue with grammar and sentence structure.
• We will proof typed essays for correct sentence structure.
• Portfolios will be checked today.
• Read outside reading books.
• Finish all criterion essays.
Power Standards/Objectives:
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
End of the six weeks is Friday, September 29, 2006
Monday, September 11, 2006
ELL 1A
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
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
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.
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