Fall 2016—Summer 2017
High School English Classroom (M—F: 9:51 a.m.—10:41 a.m.)
Instructor: Dr. Helana E. Brigman
Classroom: High School English Classroom (end of the High School Island wing)
Classroom: High School English Classroom (end of the High School Island wing)
REQUIRED TEXTS:
COURSE DESCRIPTION/RATIONALE:
Freshman English introduces Vinalhaven students to the fundamentals of reading, writing, and critical thinking, skills that will serve them throughout all of their coursework on the island or beyond. In semester one, we will read Bram Stoker's Dracula and use the Close Reading Interpretative Tool (CRIT) to learn about close reading. Close reading equips students with the essential skills of literary analysis beginning with how to paraphrase a passage and identify its speaker and ending with an argumentative paragraph that puts forth an interpretation of what they have learned. In semester two, we will focus on grammar, mechanics, and writing, building upon the skills learned in semester one.
Minor Assignments:
- Blog Post / Summer Reading Book Review (Due Friday, Sept. 9th)
- YouTube Book Review (Due Friday, Sept. 16th)
Major Assignments:
- In-class essays: Fatal Forecast, A Doll's House, and A Streetcar Named Desire
- Three-paragraph Summative (RL1, RL2, RL3) for Quarters 1 and 2
Minor Assignments:
- Blog Post / Summer Reading Book Review (Due Friday, Sept. 9th)
- YouTube Book Review (Due Friday, Sept. 16th)
Major Assignments:
- In-class essays: Fatal Forecast, A Doll's House, and A Streetcar Named Desire
- Three-paragraph Summative (RL1, RL2, RL3) for Quarters 1 and 2
Quarter 4
Apr. 17, 2017—June. 15, 2017
April
17 – M: No School today: Patriot's Day
18 – T:
- Hand back Thursday's tests (if you didn't get them Friday)
- Practice diagramming direct objects on board
- Review parts of speech
- Prepare for retake tests tomorrow
19 – W:
- Return any tests, quizzes, and worksheets not picked up last week
- Review 6 practice sentences from yesterday
- Retake test
- When you finish, please switch to your Spencerian Penmanship books for the rest of class.
20 – Th:
- Finish tests that you started yesterday
- When you finish, please switch to one of the following options:
- 1) your Spencerian Penmanship books for the rest of class.
- 2) the practice sentences Mikael made.
21 – F:
- Return tests and practice sentences.
- Introduce Indirect Objects (lessons 7+ in grammar packets)
- Homework: Lesson 12, grammar packets
24 – M:
- Key Term:
- Indirect Object (Answers "to/for whom?")
- Adjectival phrase—a phrase of words that answers the questions, "Which one?" "What kind?" and "How many?"
- Indirect Objects review (Lesson 12, homework)
- Turn in homework for Summative on L1.
- Write your own and diagram
- Lesson 13 - Indirect Objects
- Review
- Write and diagram two sentences with a partner that include one direct object and one indirect object; turn in at the end of class.
25 – T:
26 – W:
- Return pre-assessments from yesterday
- Please finish sections 1, 2, and 3
- Review answers as a class
27 – Th:
- Watch: "Meet the Comma"
- Pre-Assessment, introductory commas at Khan Academy; turn scores in to Dr. B (formative assessment)
- The Elements of Style by Strunk and White
- pg. 2: commas
28 – F: No English Class today (1:00 o'clock release day; PM Day: P5, P6, P7)
- Buckfield home game (Go Vikings!)
May
1 – M:
- Adjectival phrase review:
- Identify parts of speech in model sentences;
- diagram sentences.
- Review.
- With a partner ("captain" or "teammate"), diagram the first half of a tweet by Donald Trump. We will finish this in class tomorrow.
2 – T:
- Writing Warmup: Diagramming Tweets
- Respond to writing prompt questions;
- Identify parts of speech;
- Diagram sentence.
- Handout: Hard Copy of Tweet (turn in with your name on the back with a clean, clear copy of the diagram)
- With a partner, find a tweet and diagram it.
3 – W:
- Finish diagramming Donald Trump's tweet from yesterday; make poster and hang up (gallery walk)
- Formative for L1
- Handout: Sentence Diagramming Assessment (please finish assessment for homework)
4 – Th:
- Review homework/assessment answers
- Handout: assessments for Hannah, Mikael, Molly, and Brody (you can do this in the conference room if it is open.
5 – F: Rangeley Home Game
- Handout: Quiz 2, L1
- Please complete and put answers on the board. Turn in at the end of class.
8 – M:
- Discuss quiz questions from Friday (missing: Joe, Mitchell, Molly, and Mikael (absent))
- Kahoot: Language 2 (adverbial and adjectival phrases)
- Pop Quiz: Adjectival/Adverbial phrases
9 – T:
- Review: Adverbial and Adjectival phrases (download handout here)
- Return assessments from yesterday and Friday. Please revise, revise, revise and turn back in at the end of class. This is a summative activity for L1 and L2. It will count towards your proficiency grade :).
10 – W:
- Handout: Adverbial Phrases (download here; go to pg. 3 on Google Docs)
- Review answers
- Turn in
11 – Th:
- Contradancing with Jake
- Adjectival and Adverbial Phrase review with Dr. Brigman
12 – F: Early release—teacher workshop in the PM
- Notecards: Adjectival Phrases and Adverbial Phrases
- Review questions from previous quizzes/tests
15 – M:
- Review: adverbial and adjectival phrases
- Review: sentence structure (subject + adjectival phrase + verb +adverbial phrase)
- The Perfect Storm (continue watching; you guys did great testing this morning, so have a little treat!)
16 – T:
- NWEA Math tests
- Perfect Storm
17 – W:
- Hand back Adverbial phrases worksheet
- Notecards:
- Prepositions: definitions, commonly used prepositions
- Prepositional Phrases Worksheet
18 – Th:
- Perfect Storm
19 – F:
- Cursive practice
22 – M:
- Introduction to the Freedom Writers' Program
- Discussion Questions:
- Why does the "distinguished" honors teacher talk to Erin Gruwell the way he does?
- How does she respond?
- Who was involved in the gas station fighting? Why were shots fired?
- Discussion: territories
23 – T:
- Freedom Writers (27:00 minutes)
- Writing Prompt
24 – W:
- Freedom Writers
- Writing Prompt:
- How are your experiences as a student different from the experiences of Mrs. Gruwell's students?
25 – Th:
- Freedom Writers
- Writing Prompt:
26 – F: Early release—teacher workshop in the PM
No 9/10 English today (PM wheel); go to your period 5, 6, 7 classes.
29 – M: Memorial Day—no school
- Freedom Writers Journaling Activity
- Respond to one of the questions here in the journals you received today.
June
1 – Th:
- First half of class: Freedom Writers Journaling activity
- Second half of class:
- English Portfolios
- Tim, Marina, and Corey - will you model your answers for RL1, RL2, and RL3 for us? Dr. B will hand out copies of your examples.
- Group 1 (Tim)
- Brody
- Joe
- Molly
- Ben
- Keaton
- Group 2 (Marina)
- Hannah
- Adam
- Jack
- Carmen
- Mikael
- Group 3 (Corey)
- Justice
- Madison
- Frank
- Mitchell
- Tekla
2 – F: Early release—teacher workshop in the PM
- First half: journaling activity
- Second half: English portfolios
5 – M:
- Journaling
6 – T:
- English Portfolios
7 – W:
- English Portfolios
- Journaling (second half of class)
8 – Th:
- English Portfolios
9 – F:
- English Portfolios
12 – M:
- English Portfolios
- Handout: Scores for English Standards
- Use these to record assignment names and dates on your Assignment Name Log
- Treat "Reading Informational' as "Reading Literature." This is typo (Dr. B. needs to change this)
13 – T:
- English Portfolios
- Handout: List of Graduation Standards
- Handout: Summary of Graduation Standards (Progress Report; individual)
- Fill in your current scores
14 – W:
- Return books: Fatal Forecast, A Streetcar Named Desire, and A Doll's House
- Handout summer reading
- Reading log assignment (begin in class; due tomorrow)
15 – Th: EXIT INTERVIEWS, ENGLISH PORTFOLIOS:
Class: please go to library. Come up to the English classroom a few minutes before your time arrives.
- Tim
- Corey
- Marina
- Hannah
- Carmen
- Adam
- Justice
- Jack
- Madison
- Joe
16 - F: EXIT INTERVIEWS, ENGLISH PORTFOLIOS
Class: please go to library. Come up to the English classroom a few minutes before your time arrives.
- Mikael
- Ben
- Mike
- Mitchell
- Tekla
- Molly
- Frank
- Brody
- Keaton
17-Saturday: Graduation
19 - M:
- Period 3 Final, 10:27-11:37
- UNFINISHED PORTFOLIOS AND INTERVIEWS WILL BE MADE UP ON THIS DAY.
20 - T: No Class, Finals Week
21 - W: No Class, Finals Week
April
17 – M: No School today: Patriot's Day
18 – T:
- Hand back Thursday's tests (if you didn't get them Friday)
- Practice diagramming direct objects on board
- Review parts of speech
- Prepare for retake tests tomorrow
19 – W:
- Return any tests, quizzes, and worksheets not picked up last week
- Review 6 practice sentences from yesterday
- Retake test
- When you finish, please switch to your Spencerian Penmanship books for the rest of class.
20 – Th:
- Finish tests that you started yesterday
- When you finish, please switch to one of the following options:
- 1) your Spencerian Penmanship books for the rest of class.
- 2) the practice sentences Mikael made.
21 – F:
- Return tests and practice sentences.
- Introduce Indirect Objects (lessons 7+ in grammar packets)
- Homework: Lesson 12, grammar packets
24 – M:
- Key Term:
- Indirect Object (Answers "to/for whom?")
- Adjectival phrase—a phrase of words that answers the questions, "Which one?" "What kind?" and "How many?"
- Indirect Objects review (Lesson 12, homework)
- Turn in homework for Summative on L1.
- Write your own and diagram
- Lesson 13 - Indirect Objects
- Review
- Write and diagram two sentences with a partner that include one direct object and one indirect object; turn in at the end of class.
25 – T:
26 – W:
- Return pre-assessments from yesterday
- Please finish sections 1, 2, and 3
- Review answers as a class
27 – Th:
- Watch: "Meet the Comma"
- Pre-Assessment, introductory commas at Khan Academy; turn scores in to Dr. B (formative assessment)
- The Elements of Style by Strunk and White
- pg. 2: commas
28 – F: No English Class today (1:00 o'clock release day; PM Day: P5, P6, P7)
- Buckfield home game (Go Vikings!)
May
1 – M:
- Adjectival phrase review:
- Identify parts of speech in model sentences;
- diagram sentences.
- Review.
- With a partner ("captain" or "teammate"), diagram the first half of a tweet by Donald Trump. We will finish this in class tomorrow.
2 – T:
- Writing Warmup: Diagramming Tweets
- Respond to writing prompt questions;
- Identify parts of speech;
- Diagram sentence.
- Handout: Hard Copy of Tweet (turn in with your name on the back with a clean, clear copy of the diagram)
- With a partner, find a tweet and diagram it.
3 – W:
- Finish diagramming Donald Trump's tweet from yesterday; make poster and hang up (gallery walk)
- Formative for L1
- Handout: Sentence Diagramming Assessment (please finish assessment for homework)
4 – Th:
- Review homework/assessment answers
- Handout: assessments for Hannah, Mikael, Molly, and Brody (you can do this in the conference room if it is open.
5 – F: Rangeley Home Game
- Handout: Quiz 2, L1
- Please complete and put answers on the board. Turn in at the end of class.
8 – M:
- Discuss quiz questions from Friday (missing: Joe, Mitchell, Molly, and Mikael (absent))
- Kahoot: Language 2 (adverbial and adjectival phrases)
- Pop Quiz: Adjectival/Adverbial phrases
9 – T:
- Review: Adverbial and Adjectival phrases (download handout here)
- Return assessments from yesterday and Friday. Please revise, revise, revise and turn back in at the end of class. This is a summative activity for L1 and L2. It will count towards your proficiency grade :).
10 – W:
- Handout: Adverbial Phrases (download here; go to pg. 3 on Google Docs)
- Review answers
- Turn in
11 – Th:
- Contradancing with Jake
- Adjectival and Adverbial Phrase review with Dr. Brigman
12 – F: Early release—teacher workshop in the PM
- Notecards: Adjectival Phrases and Adverbial Phrases
- Review questions from previous quizzes/tests
15 – M:
- Review: adverbial and adjectival phrases
- Review: sentence structure (subject + adjectival phrase + verb +adverbial phrase)
- The Perfect Storm (continue watching; you guys did great testing this morning, so have a little treat!)
16 – T:
- NWEA Math tests
- Perfect Storm
17 – W:
- Hand back Adverbial phrases worksheet
- Notecards:
- Prepositions: definitions, commonly used prepositions
- Prepositional Phrases Worksheet
18 – Th:
- Perfect Storm
19 – F:
- Cursive practice
22 – M:
- Introduction to the Freedom Writers' Program
- Discussion Questions:
- Why does the "distinguished" honors teacher talk to Erin Gruwell the way he does?
- How does she respond?
- Who was involved in the gas station fighting? Why were shots fired?
- Discussion: territories
23 – T:
- Freedom Writers (27:00 minutes)
- Writing Prompt
24 – W:
- Freedom Writers
- Writing Prompt:
- How are your experiences as a student different from the experiences of Mrs. Gruwell's students?
25 – Th:
- Freedom Writers
- Writing Prompt:
26 – F: Early release—teacher workshop in the PM
No 9/10 English today (PM wheel); go to your period 5, 6, 7 classes.
No 9/10 English today (PM wheel); go to your period 5, 6, 7 classes.
29 – M: Memorial Day—no school
- Freedom Writers Journaling Activity
- Respond to one of the questions here in the journals you received today.
June
1 – Th:
- First half of class: Freedom Writers Journaling activity
- Second half of class:
- English Portfolios
- Tim, Marina, and Corey - will you model your answers for RL1, RL2, and RL3 for us? Dr. B will hand out copies of your examples.
- Group 1 (Tim)
- Brody
- Joe
- Molly
- Ben
- Keaton
- Group 2 (Marina)
- Hannah
- Adam
- Jack
- Carmen
- Mikael
- Group 3 (Corey)
- Justice
- Madison
- Frank
- Mitchell
- Tekla
2 – F: Early release—teacher workshop in the PM
- First half: journaling activity
- Second half: English portfolios
5 – M:
- Journaling
6 – T:
- English Portfolios
7 – W:
- English Portfolios
- Journaling (second half of class)
8 – Th:
- English Portfolios
9 – F:
- English Portfolios
12 – M:
- English Portfolios
- Handout: Scores for English Standards
- Use these to record assignment names and dates on your Assignment Name Log
- Treat "Reading Informational' as "Reading Literature." This is typo (Dr. B. needs to change this)
13 – T:
- English Portfolios
- Handout: List of Graduation Standards
- Handout: Summary of Graduation Standards (Progress Report; individual)
- Fill in your current scores
14 – W:
- Return books: Fatal Forecast, A Streetcar Named Desire, and A Doll's House
- Handout summer reading
- Reading log assignment (begin in class; due tomorrow)
15 – Th: EXIT INTERVIEWS, ENGLISH PORTFOLIOS:
Class: please go to library. Come up to the English classroom a few minutes before your time arrives.- Tim
- Corey
- Marina
- Hannah
- Carmen
- Adam
- Justice
- Jack
- Madison
- Joe
16 - F: EXIT INTERVIEWS, ENGLISH PORTFOLIOS
Class: please go to library. Come up to the English classroom a few minutes before your time arrives.- Mikael
- Ben
- Mike
- Mitchell
- Tekla
- Molly
- Frank
- Brody
- Keaton
17-Saturday: Graduation
19 - M:
- Period 3 Final, 10:27-11:37
- UNFINISHED PORTFOLIOS AND INTERVIEWS WILL BE MADE UP ON THIS DAY.
20 - T: No Class, Finals Week
21 - W: No Class, Finals Week
Quarter 1
Sept. 6, 2016—Nov. 4, 2016
September
5 – M: Labor Day, no school
6 – T: 1st day of school for students
- Share narratives
- Discuss classroom expectations. Dr. B's 2 expectations are:
- Always give me your best! "Best" may look different in September than it does during basketball season, but always give me your best.
- Always bring paper, pencil, and reading materials to class.
- Create classroom expectations & sign (each student gets to make 2)
- Handout blog permission slip (bring back tomorrow!)
- Handout learning targets & briefly discuss
7 – W: 2-min. download/Eric Pickersgill image (writing warmup)
- Pass in signed permission slips
- Watch & discuss Prince Ea, "Can We Autocorrect Humanity" (YouTube)
- Handout summer reading log assignment (due Friday)
- Pick one of the "7 Ways to Show What You Know" and work on reading log assignment
- Homework: Accept Dr. B's invite to blog. Don't forget to bring in your summer reading and logs so you can pickup where we left off today.
8 – Th:
- Pass in signed permission slips
- Writing Warmup
- Full life quote (writing warmup)
- Prince Ea, "Everybody Dies, but Nobody Lives" (here)
- Did everyone accept Dr. B's blog invite? Let's check-in. We'll do a blog walkthrough today/tomorrow based on how many students have access to the blog.
- Discuss/work on summer reading log assignment
- Handout: summer reading log assignment
- Does everyone have one connection between the book and their own lives?
- Has everyone picked a format to turn in the assignment ("7 Ways to Show What You Know")
- Homework: Signup for blog/accept Dr. B's invite to contribute to blog if you haven't done so already. Work on summer reading log.
9 – F: Summer Reading Log #1 Due
- Writing Warmup:
- "Dear Angry Facebook User" by Prince Ea (free response)
- Work on summer reading logs (post at the end of class)
- Discuss learning targets ("Which ones will we assess for the summer reading log assignment?")
12 – M:
- Writing Warmup:
- "LOVE" by Prince Ea
- Take Shelfies!
- Discuss next formative assessment, Book Reviews for YouTube (like this one, here)
- Handout: YouTube video assignment.
13 – T:
- Writing Warmup:
- How to Review a Book for YouTube
- Work on YouTube videos
- How to find a theme (YouTube, here)
- Homework: continue working on your YouTube videos (due Friday).
14 – W:
- Writing Warmup
- Theme, Theme, Theme
- Work on YouTube video
- Signup for Remind.com class, 9/10 English
- https://www.remind.com/join/910englis
15 – Th:
- No Writing Today. Work on YouTube video
16 – F: YouTube video Due!
- Writing Warmup
- John Oliver, "Transgender Rights"
- Work on YouTube video
- Submit YouTube Book Review to our class wikipage: www.vinalhavenenglish.wikispaces.com
19 – M:
- (No Writing Warmup Today)
- Pick your next book to read. Two Options for Reading Groups:
- Fatal Forecast by Michael J. Tougias
- A Doll's House by Henrik Ibsen
- List of student reading groups
- HOMEWORK: Begin reading your new book! Have fun!
20 – T:
- Writing Warmup:
- German Shepherd Analogy
- Reading Groups:
- A Doll's House by Henrik Ibsen
- Fatal Forecast by Michael J. Tougias
21 – W:
- No Writing Warmup today
- Gradebook discussion
- Formative vs. summative
- Practice vs. the "big game"
- Citation sandwich review
- Bread (intro)
- Quote (meat)
- Bread (parenthetical
- Turn in sandwiches at the end of the class for a formative assessment (RL1)
22 – Th:
- Writing Warmup
- Citation Sandwiches
- Gallery walk: Citation Sandwiches
- Pick a quote from Fatal Forecast or A Doll's House and build a citation sandwich with members of your group.
- Best Citation sandwich gets a cookie!
23 – F:
- Writing Warmup:
- Citation Sandwich discussion from yesterday
- Begin watching/discussing the movie, Out of Print
26 – M:
- Writing Warmup:
- The Apostrophe
- Handout: Apostrophe rules and exercises
- Apostrophe Meme exercise (build your own meme on the materials we covered on punctuation today).
27 – T:
- Update NWEA Software on your computer!!
- Colons, semicolons, and commas
- Collate Grammar Binders
28 – W: Open House (6:00 p.m.—7:00 p.m.)
- Has everyone updated NWEA software on their computers? We will have our Reading tests next Tuesday or Wednesday.
- Return colon practice sentences from yesterday; these were aligned with L2, "I can use colons correctly," and you received a formative score in your grade books.
- Second L2 assessment: more colon practice!
30 – F: Cursive Friday!
October
- Apostrophe Practice
- Khan Academy Video
- Khan Academy Practice Exercises
- Reflection on New Learning
4 – T:
- Apostrophe Practice
- Khan Academy Video
- Khan Academy Practice Exercises
- Reflection on New Learning
- Take Multiple Intelligences Quiz
- Discuss Learning Styles
- Discuss how to modify assessments for learning styles
5 – W:
- Kahoot Practice!
- Go to the website, Kahoot.it and type in the code for our Apostrophe game
- Apostrophes!!!
- Pre-Assessment for English Test:
- Write Dr. B one paragraph (with little to no errors in spelling, punctuation, and grammar) that discusses your book and uses a quote correctly. Discuss the explicit and implicit meanings of the quote AND use colons and apostrophes correctly.
6 – Th:
- Return Assessments from yesterday
- Go over assessment with Dr. B (one-on-one, come to her desk)
- Rewrite assessments so that they are error free!
7 – F: NWEA Testing: 9th/10th grade
10 – M: Columbus Day, No School
- When you are finished, revise your pre-assessments from last Wednesday. Dr. B will hand these back with detailed feedback. To score a 3 on W5, "I can make appropriate revisions to my writing," please make all changes and resubmit your paragraph with the old one attached. Revised writing should be in cursive.
12 – W: ENGLISH TEST
13 – Th: No School, Teacher Workshop—Island Institute Conference
14 – F: No School, Teacher Workshop—Island Institute Conference
17 – M: ENGLISH TEST
- Catchup day:
- Finish pre-assessment revisions
- Take English test (here)
- If finished with both, read quietly in your small group books. We will be working in reading groups again starting tomorrow.
18 – T:
- Finish English test
- Return graded tests. You can revise your tests to receive higher scores on RL1, RL2, and L2.
19 – W:
- Modified Class: PSATs for sophomores today
- Finish English Test from yesterday if you haven't already (Ben, NWEA)
- Respond to blog post about your reading group's book.
- If there's time, get with your group members and discuss your answers to the writing prompts today.
20 – Th:
- Writing Warmup:
- Discuss Quarter 1 Newsletter and pick topics:
- Interview with Mr. Purrington (Mike & Lila)
- Interview with Mr. Young (Mitch/Adam/Brody)
- Interview with Mr. Trevaskis (Justice & Tekla)
- Interview with Ms. Keller (Carmen & Molly)
- Review of upcoming play (Frank, Jack, Madison, & Ben)
- Soccer Season (Marina, Hannah, Corey, Keaton, Tim, & Joe)
- Ms. White's Instagram page (Dr. B)
- Skippers (Justice & Tekla)
- Shakespeare's Night Out (Carmen)
- Come up with interview questions and an outline of what you want to discuss
21 – F:
- Get together with your partners and finish your interview questions and discuss article content
- Check-in with Dr. B and get your topic/questions approved
- Email your subjects to set up a time to ask them questions (during period 3? During a class you have with them?). Make sure to record your interviews on your phones!
- If we have time, let's look at what newsletters at other schools look like.
- Stafford High School (AMAZING)
- La Salle High School (also great)
24 – M:
- Review how to write an email to a subject you are interviewing
- Salutation
- Introduction
- Explanation
- Question
- End of email and signature
- CC Dr. B on your emails so she can give you grades for
- W2, "I can write informational/explanatory texts that convey concepts and information accurately."
- W4, "I can produce clear and coherent writing where the style, organization, purpose, and audience are appropriate to the task."
25 – T:
- Interview subjects for Quarter 1 newsletter
- Transcribe interviews
- Begin crafting stories
- Do we have pictures?
26 – W:
- Interview subjects for Quarter 1 newsletter
- Transcribe interviews
- Find articles that match the content of our newsletter articles. Print off for an annotation exercise tomorrow
27 – Th:
- Annotation exercise
- With an article you picked from yesterday, help identify the lead, who, what, when, where, why, and how (5 W and H questions)
- With your partner, identify the lead, the who, the what, when, where, why, and how
- Graphic organizer
- "THIS LSU LIFE" (sample student video from Dr. B's former students)
28 – F: Early release—teacher workshop in the PM
- Great resources:
- Work on Articles (figure out who is writing the who, what, when where, why, how, etc. Agree on a lead)
31 – M: Halloween
- Watch: How to Write the Perfect Newspaper Article
- Take notes on style, contents (5 Ws: "Who, what, when, where, why...")
- Meet with group members on article
November:
- Work on article with group members (turn in at the end of class)
- Make sure to use your notes from yesterday!
2 – W:
- Return feedback for the following groups (& revise):
- Adam/Mitchell/Brody/Mikael
- Marina/Corey/Hannah
- Keaton/Joe/Tim
- Finish rough drafts from yesterday if you haven't already; turn in.
- If you're done, play around with Pages on your computer and try out some layouts for the Newsletter. We want something visually appealing and easy to read. Do you have a picture that can go with your article? Does your article need a picture?
3 – Th:
- Return articles with feedback and revise
- Work with groups to finish your article (due yesterday!)
- Make final revisions and receive summative scores for this article
4 – F: Quarter 1 ends (41 days)
September
5 – M: Labor Day, no school
6 – T: 1st day of school for students
- Share narratives
- Discuss classroom expectations. Dr. B's 2 expectations are:
- Always give me your best! "Best" may look different in September than it does during basketball season, but always give me your best.
- Always bring paper, pencil, and reading materials to class.
- Create classroom expectations & sign (each student gets to make 2)
- Handout blog permission slip (bring back tomorrow!)
- Handout learning targets & briefly discuss
7 – W: 2-min. download/Eric Pickersgill image (writing warmup)
- Pass in signed permission slips
- Watch & discuss Prince Ea, "Can We Autocorrect Humanity" (YouTube)
- Handout summer reading log assignment (due Friday)
- Pick one of the "7 Ways to Show What You Know" and work on reading log assignment
- Homework: Accept Dr. B's invite to blog. Don't forget to bring in your summer reading and logs so you can pickup where we left off today.
8 – Th:
- Pass in signed permission slips
- Writing Warmup
- Full life quote (writing warmup)
- Prince Ea, "Everybody Dies, but Nobody Lives" (here)
- Did everyone accept Dr. B's blog invite? Let's check-in. We'll do a blog walkthrough today/tomorrow based on how many students have access to the blog.
- Discuss/work on summer reading log assignment
- Handout: summer reading log assignment
- Does everyone have one connection between the book and their own lives?
- Has everyone picked a format to turn in the assignment ("7 Ways to Show What You Know")
- Homework: Signup for blog/accept Dr. B's invite to contribute to blog if you haven't done so already. Work on summer reading log.
9 – F: Summer Reading Log #1 Due
- Writing Warmup:
- "Dear Angry Facebook User" by Prince Ea (free response)
- Work on summer reading logs (post at the end of class)
- Discuss learning targets ("Which ones will we assess for the summer reading log assignment?")
12 – M:
- Writing Warmup:
- "LOVE" by Prince Ea
- Take Shelfies!
- Discuss next formative assessment, Book Reviews for YouTube (like this one, here)
- Handout: YouTube video assignment.
13 – T:
- Writing Warmup:
- How to Review a Book for YouTube
- Work on YouTube videos
- How to find a theme (YouTube, here)
- Homework: continue working on your YouTube videos (due Friday).
14 – W:
- Writing Warmup
- Theme, Theme, Theme
- Work on YouTube video
- Signup for Remind.com class, 9/10 English
- https://www.remind.com/join/910englis
15 – Th:
- No Writing Today. Work on YouTube video
16 – F: YouTube video Due!
- Writing Warmup
- John Oliver, "Transgender Rights"
- Work on YouTube video
- Submit YouTube Book Review to our class wikipage: www.vinalhavenenglish.wikispaces.com
19 – M:
- (No Writing Warmup Today)
- Pick your next book to read. Two Options for Reading Groups:
- Fatal Forecast by Michael J. Tougias
- A Doll's House by Henrik Ibsen
- List of student reading groups
- HOMEWORK: Begin reading your new book! Have fun!
20 – T:
- Writing Warmup:
- German Shepherd Analogy
- Reading Groups:
- A Doll's House by Henrik Ibsen
- Fatal Forecast by Michael J. Tougias
21 – W:
- No Writing Warmup today
- Gradebook discussion
- Formative vs. summative
- Practice vs. the "big game"
- Citation sandwich review
- Bread (intro)
- Quote (meat)
- Bread (parenthetical
- Turn in sandwiches at the end of the class for a formative assessment (RL1)
22 – Th:
- Writing Warmup
- Citation Sandwiches
- Gallery walk: Citation Sandwiches
- Pick a quote from Fatal Forecast or A Doll's House and build a citation sandwich with members of your group.
- Best Citation sandwich gets a cookie!
23 – F:
- Writing Warmup:
- Citation Sandwich discussion from yesterday
- Begin watching/discussing the movie, Out of Print
26 – M:
- Writing Warmup:
- The Apostrophe
- Handout: Apostrophe rules and exercises
- Apostrophe Meme exercise (build your own meme on the materials we covered on punctuation today).
27 – T:
- Update NWEA Software on your computer!!
- Colons, semicolons, and commas
- Collate Grammar Binders
28 – W: Open House (6:00 p.m.—7:00 p.m.)
- Has everyone updated NWEA software on their computers? We will have our Reading tests next Tuesday or Wednesday.
- Return colon practice sentences from yesterday; these were aligned with L2, "I can use colons correctly," and you received a formative score in your grade books.
- Second L2 assessment: more colon practice!
30 – F: Cursive Friday!
October
3– M:
- Apostrophe Practice
- Khan Academy Video
- Khan Academy Practice Exercises
- Reflection on New Learning
4 – T:
- Apostrophe Practice
- Khan Academy Video
- Khan Academy Practice Exercises
- Reflection on New Learning
- Take Multiple Intelligences Quiz
- Discuss Learning Styles
- Discuss how to modify assessments for learning styles
5 – W:
- Kahoot Practice!
- Go to the website, Kahoot.it and type in the code for our Apostrophe game
- Apostrophes!!!
- Pre-Assessment for English Test:
- Write Dr. B one paragraph (with little to no errors in spelling, punctuation, and grammar) that discusses your book and uses a quote correctly. Discuss the explicit and implicit meanings of the quote AND use colons and apostrophes correctly.
6 – Th:
- Return Assessments from yesterday
- Go over assessment with Dr. B (one-on-one, come to her desk)
- Rewrite assessments so that they are error free!
7 – F: NWEA Testing: 9th/10th grade
10 – M: Columbus Day, No School
11 – T: NWEA Testing: 9th/10th grade
- When you are finished, revise your pre-assessments from last Wednesday. Dr. B will hand these back with detailed feedback. To score a 3 on W5, "I can make appropriate revisions to my writing," please make all changes and resubmit your paragraph with the old one attached. Revised writing should be in cursive.
12 – W: ENGLISH TEST
13 – Th: No School, Teacher Workshop—Island Institute Conference
14 – F: No School, Teacher Workshop—Island Institute Conference
14 – F: No School, Teacher Workshop—Island Institute Conference
17 – M: ENGLISH TEST
- Catchup day:
- Finish pre-assessment revisions
- Take English test (here)
- If finished with both, read quietly in your small group books. We will be working in reading groups again starting tomorrow.
18 – T:
- Finish English test
- Return graded tests. You can revise your tests to receive higher scores on RL1, RL2, and L2.
19 – W:
- Modified Class: PSATs for sophomores today
- Finish English Test from yesterday if you haven't already (Ben, NWEA)
- Respond to blog post about your reading group's book.
- If there's time, get with your group members and discuss your answers to the writing prompts today.
20 – Th:
- Writing Warmup:
- Discuss Quarter 1 Newsletter and pick topics:
- Interview with Mr. Purrington (Mike & Lila)
- Interview with Mr. Young (Mitch/Adam/Brody)
- Interview with Mr. Trevaskis (Justice & Tekla)
- Interview with Ms. Keller (Carmen & Molly)
- Review of upcoming play (Frank, Jack, Madison, & Ben)
- Soccer Season (Marina, Hannah, Corey, Keaton, Tim, & Joe)
- Ms. White's Instagram page (Dr. B)
- Skippers (Justice & Tekla)
- Shakespeare's Night Out (Carmen)
- Come up with interview questions and an outline of what you want to discuss
21 – F:
- Get together with your partners and finish your interview questions and discuss article content
- Check-in with Dr. B and get your topic/questions approved
- Email your subjects to set up a time to ask them questions (during period 3? During a class you have with them?). Make sure to record your interviews on your phones!
- If we have time, let's look at what newsletters at other schools look like.
- Stafford High School (AMAZING)
- La Salle High School (also great)
24 – M:
- Review how to write an email to a subject you are interviewing
- Salutation
- Introduction
- Explanation
- Question
- End of email and signature
- CC Dr. B on your emails so she can give you grades for
- W2, "I can write informational/explanatory texts that convey concepts and information accurately."
- W4, "I can produce clear and coherent writing where the style, organization, purpose, and audience are appropriate to the task."
25 – T:
- Interview subjects for Quarter 1 newsletter
- Transcribe interviews
- Begin crafting stories
- Do we have pictures?
26 – W:
- Interview subjects for Quarter 1 newsletter
- Transcribe interviews
- Find articles that match the content of our newsletter articles. Print off for an annotation exercise tomorrow
27 – Th:
- Annotation exercise
- With an article you picked from yesterday, help identify the lead, who, what, when, where, why, and how (5 W and H questions)
- With your partner, identify the lead, the who, the what, when, where, why, and how
- Graphic organizer
- "THIS LSU LIFE" (sample student video from Dr. B's former students)
28 – F: Early release—teacher workshop in the PM
- Great resources:
- Work on Articles (figure out who is writing the who, what, when where, why, how, etc. Agree on a lead)
31 – M: Halloween
- Watch: How to Write the Perfect Newspaper Article
- Take notes on style, contents (5 Ws: "Who, what, when, where, why...")
- Meet with group members on article
November:
1 – T:
- Work on article with group members (turn in at the end of class)
- Make sure to use your notes from yesterday!
2 – W:
- Return feedback for the following groups (& revise):
- Adam/Mitchell/Brody/Mikael
- Marina/Corey/Hannah
- Keaton/Joe/Tim
- Finish rough drafts from yesterday if you haven't already; turn in.
- If you're done, play around with Pages on your computer and try out some layouts for the Newsletter. We want something visually appealing and easy to read. Do you have a picture that can go with your article? Does your article need a picture?
3 – Th:
- Return articles with feedback and revise
- Work with groups to finish your article (due yesterday!)
- Make final revisions and receive summative scores for this article
4 – F: Quarter 1 ends (41 days)
Quarter 2
Quarter 2
Nov. 7, 2016—Jan. 27, 2017
November
7 – M:
- Finish informational articles with group members!
- For those of you who are finished, work on newsletter. We should have one master file and it should look like one of these:
- Stafford High School (AMAZING)
- La Salle High School (also great)
8 – T: Election Day
- First half of class:
- New Seating chart
- Read quietly (20 minutes).
- While you are reading, come up with questions to ask your peers during group discussion.
- Appropriate questions should not be just facts like, "What is the name of the boat in Fatal Forecast?"
- Appropriate questions should ask your classmates to think about why characters act the way they do (i.e., "Why does Torvald call Nora 'little bird' and other pet names?")
- 2nd half of class:
- Break into reading Groups: A Doll's House and Fatal Forecast
- Assign one person to start with their questions. Go around the group. Everyone should answer.
9 – W:
- Serious discussion about appropriate use of the blog.
10 – Th:
- Finish conversation about class blog today
- Read quietly
- For those of you who are done with A Doll's House:
- Go ahead and look at the slide show Dr. B put together on asking thoughtful questions in a book: Presentation: Level 1, 2, and 3 questions
- Practice writing your own questions. We will have a handout and full presentation on this style of questioning Monday.
11 – F: Veterans Day—no school
14 – M:
- Handout new learning targets for Quarter 2
- We are starting a new standard, Speaking and Listening 1:
- "I can create questions and locate evidence to contribute to class discussion."
- "I can work with my peers to set rules for class discussion, including clear goals, deadlines, and individual roles of group members."
- "I can move class conversations forward by asking questions and responding to existing answers."
- Presentation: Level 1, 2, and 3 questions
- Working with a partner near you, come up with one set of level 1, 2, and 3 questions about a scene, chapter, or section of the book you are reading
15 – T:
- Review level 1, 2, and 3 questions (everyone should have one set of level 1, 2, and 3 questions from yesterday)
- Share samples with class
16 – W:
- Socratic circle for A Doll's House (pg. 70) and Fatal Forecast (pg. 39)
- This will be a formative score for your SL1 learning targets, "I can initiate and collaborate in group discussion."
- Some helpful information on how Socratic Circles work: http://www.corndancer.com/tunes/tunes_print/soccirc.pdf
17 – Th: Parent/Teacher Conferences
- Reading groups: Fatal Forecast (pgs. 40-41) and A Doll's House (Act 3)
- Socratic circle for A Doll's House and Fatal Forecast (this will be a formative score for your SL1 learning targets, "I can initiate and collaborate in group discussion.")
- Some helpful information on how Socratic Circles work: http://www.corndancer.com/tunes/tunes_print/soccirc.pdf
18 – F:
- A Doll's House group: pick a new play for your group to read. Two plays you might like are Romeo and Juliet by William Shakespeare and A Streetcar Named Desire by Tennessee Williams. Your homework will be to read Act 1.
- Fatal Forecast group: read quietly for the duration of class. Let's catch up on reading time today.
21 – M: Parent/Teacher Conferences
- Check-in: how were classes Thursday and Friday? Did we finish our second socratic circle? Did A Doll's House group pick a new play and read Act 1?
- Tomorrow we will have another socratic circle for a summative score in speaking and listening. Pick a section of the play/book your group is reading and develop level 1, 2, and 3 questions for that passage.
- A Doll's House group: let's discuss the play you picked so you're ready to do a socratic circle.
22 – T:
- Socratic Circles
- Summative Scores for SL1
23 – W: Teacher Workshop / No School
24 – Th: Thanksgiving Break
25 – F: Thanksgiving Break
28 – M:
- First Half of Class: Take out your pink learning targets sheet and flip to the second page: "Language - Conventions, 4, Vocabulary Acquisition and Use"
- Introduce new learning target, L4
- Dr. B will model how she completes the learning targets for L4 (you can also see one here)
- L4 independent practice:
- Underline/circle words you don't know.
- Copy down the sentence in your notes.
- Give an educated guess about the word's meaning (based on context clues).
- Look up word in your dictionary and explain the new meaning using the definition you found.
- Turn in at the end of class for formative scores for L4a, L4c, and L4d
- Second Half of Class: Stringing lights!
29 – T:
- Modified class: students who need to retake their NWEA tests in Reading should go down to the computer lab during this time.
- Students who do not have to retake NWEAs, please read until 10:30. Then, break into discussion groups until the end of class.
30 – W:
- Modified class (smaller):
- Read in books until missing students return from testing
- Review L4 standard
- Model L4 standard on the board using "bolster" from pg. 77 of Fatal Forecast
December
1 – Th:
- Return formative exercises from Monday
- Review L4 steps (look at yesterday's example from the board!)
- L4 independent practice:
- Underline/circle words you don't know.
- Copy down the sentence in your notes.
- Give an educated guess about the word's meaning (based on context clues).
- Look up word in your dictionary and explain the new meaning using the definition you found.
- Turn in at the end of class for formative scores for L4a, L4c, and L4d
2 – F:
- Bell Ringer Activity: Retakes and Do-Overs: What Do YOU Think?
- Turn in formative assessment from yesterday for scores
- Discuss format of L4 summative assessment and possible ideas.
5 – M:
- Return L4 assessments from last week
- Write Dr. B a letter:
- Where am I right now with my language standard?
- Where do I need to be?
- What do I need to do to close the gap?
- If you did not receive a "3" on your L4 standard, turn in a letter and a revised copy using Dr. B's feedback.
- If you did receive a 3, today is your chance to do a summative assessment! Pick three words and complete steps 1-3 using the "I can" statements from your formative assessment. Remember: words should be words you do not know, but can infer the meaning using context clues.
6 – T:
- Summative Assessments
7 – W:
- Finish Summative Assessments (L4)
- Spencerian penmanship day
8 – Th:
- Finish Summative Assessments (L4)
- Spencerian penmanship day
9 – F: Bailey Day
- Spencerian penmanship day
- Visitor: Tina Davis will tell us about the importance of penmanship in business and professionalism. She has some great stories. Please ask her questions and enjoy the valuable advice she has to share!
- Surprise: The Lion, the Witch, and the Wardrobe!!!
12 – M: Snow Day, No School
13 – T:
- Special feature: The Lion, the Witch, and the Wardrobe (2005). Congratulations to our brilliant thespians who participated in this past weekend's play! You did an amazing job!
14 – W:
- The Lion, the Witch, and the Wardrobe
15 – Th:
- Finish movie
- Introduction to the Semicolon, Khan Academy
- Handout: The Elements of Style by Strunk and White
- Introduce new standard:
- L2a, "I can use a semicolon to link two or more closely related independent clauses." (Knoweldge / Reasoning / Skill)
- Open your copies of The Elements of Style by Strunk and White (semicolons, pgs. 5-6); review rules.
- Homework: Come in with two sentences that use semicolons correctly to share tomorrow.
16 – F: Early Release—teacher workshop in the PM / Period 3 is Period 2; show up at Period 2 time (8:57 a.m.).
- Check sentences on the board (formative grade)
- Review semicolon rules
19 – M:
- Turn in semicolon homework from last Thursday (formative assessment, L2a).
- Head down to Ms. Baker's room for a special presentation from New Hope for Women. This presentation will take the whole class period, so you may wish to take your stuff!
20 – T:
- Return sentences from yesterday and review semicolons.
- Open your copies of The Elements of Style by Strunk and White (semicolons, pgs. 5-6); review rules.
- Extra practice: write two related sentences and use a semicolon to combine them. Put on board.
- Semicolon Kahoot! (here)
- For more practice, try Khan Academy's test, click here.
- If you scored a 3 on your homework and feel comfortable using semicolons, you may take the assessment for L2a! Download it here.
November
7 – M:
- Finish informational articles with group members!
- For those of you who are finished, work on newsletter. We should have one master file and it should look like one of these:
- Stafford High School (AMAZING)
- La Salle High School (also great)
8 – T: Election Day
- First half of class:
- New Seating chart
- Read quietly (20 minutes).
- While you are reading, come up with questions to ask your peers during group discussion.
- Appropriate questions should not be just facts like, "What is the name of the boat in Fatal Forecast?"
- Appropriate questions should ask your classmates to think about why characters act the way they do (i.e., "Why does Torvald call Nora 'little bird' and other pet names?")
- 2nd half of class:
- Break into reading Groups: A Doll's House and Fatal Forecast
- Assign one person to start with their questions. Go around the group. Everyone should answer.
9 – W:
- Serious discussion about appropriate use of the blog.
10 – Th:
- Finish conversation about class blog today
- Read quietly
- For those of you who are done with A Doll's House:
- Go ahead and look at the slide show Dr. B put together on asking thoughtful questions in a book: Presentation: Level 1, 2, and 3 questions
- Practice writing your own questions. We will have a handout and full presentation on this style of questioning Monday.
11 – F: Veterans Day—no school
14 – M:
- Handout new learning targets for Quarter 2
- We are starting a new standard, Speaking and Listening 1:
- "I can create questions and locate evidence to contribute to class discussion."
- "I can work with my peers to set rules for class discussion, including clear goals, deadlines, and individual roles of group members."
- "I can move class conversations forward by asking questions and responding to existing answers."
- Presentation: Level 1, 2, and 3 questions
- Working with a partner near you, come up with one set of level 1, 2, and 3 questions about a scene, chapter, or section of the book you are reading
15 – T:
- Review level 1, 2, and 3 questions (everyone should have one set of level 1, 2, and 3 questions from yesterday)
- Share samples with class
16 – W:
- Socratic circle for A Doll's House (pg. 70) and Fatal Forecast (pg. 39)
- This will be a formative score for your SL1 learning targets, "I can initiate and collaborate in group discussion."
- Some helpful information on how Socratic Circles work: http://www.corndancer.com/tunes/tunes_print/soccirc.pdf
17 – Th: Parent/Teacher Conferences
- Reading groups: Fatal Forecast (pgs. 40-41) and A Doll's House (Act 3)
- Socratic circle for A Doll's House and Fatal Forecast (this will be a formative score for your SL1 learning targets, "I can initiate and collaborate in group discussion.")
- Some helpful information on how Socratic Circles work: http://www.corndancer.com/tunes/tunes_print/soccirc.pdf
18 – F:
- A Doll's House group: pick a new play for your group to read. Two plays you might like are Romeo and Juliet by William Shakespeare and A Streetcar Named Desire by Tennessee Williams. Your homework will be to read Act 1.
- Fatal Forecast group: read quietly for the duration of class. Let's catch up on reading time today.
21 – M: Parent/Teacher Conferences
- Check-in: how were classes Thursday and Friday? Did we finish our second socratic circle? Did A Doll's House group pick a new play and read Act 1?
- Tomorrow we will have another socratic circle for a summative score in speaking and listening. Pick a section of the play/book your group is reading and develop level 1, 2, and 3 questions for that passage.
- A Doll's House group: let's discuss the play you picked so you're ready to do a socratic circle.
22 – T:
- Socratic Circles
- Summative Scores for SL1
23 – W: Teacher Workshop / No School
24 – Th: Thanksgiving Break
25 – F: Thanksgiving Break
28 – M:
- First Half of Class: Take out your pink learning targets sheet and flip to the second page: "Language - Conventions, 4, Vocabulary Acquisition and Use"
- Introduce new learning target, L4
- Dr. B will model how she completes the learning targets for L4 (you can also see one here)
- L4 independent practice:
- Underline/circle words you don't know.
- Copy down the sentence in your notes.
- Give an educated guess about the word's meaning (based on context clues).
- Look up word in your dictionary and explain the new meaning using the definition you found.
- Turn in at the end of class for formative scores for L4a, L4c, and L4d
- Second Half of Class: Stringing lights!
29 – T:
- Modified class: students who need to retake their NWEA tests in Reading should go down to the computer lab during this time.
- Students who do not have to retake NWEAs, please read until 10:30. Then, break into discussion groups until the end of class.
30 – W:
- Modified class (smaller):
- Read in books until missing students return from testing
- Review L4 standard
- Model L4 standard on the board using "bolster" from pg. 77 of Fatal Forecast
December
1 – Th:
- Return formative exercises from Monday
- Review L4 steps (look at yesterday's example from the board!)
- L4 independent practice:
- Underline/circle words you don't know.
- Copy down the sentence in your notes.
- Give an educated guess about the word's meaning (based on context clues).
- Look up word in your dictionary and explain the new meaning using the definition you found.
- Turn in at the end of class for formative scores for L4a, L4c, and L4d
2 – F:
- Bell Ringer Activity: Retakes and Do-Overs: What Do YOU Think?
- Turn in formative assessment from yesterday for scores
- Discuss format of L4 summative assessment and possible ideas.
5 – M:
- Return L4 assessments from last week
- Write Dr. B a letter:
- Where am I right now with my language standard?
- Where do I need to be?
- What do I need to do to close the gap?
- If you did not receive a "3" on your L4 standard, turn in a letter and a revised copy using Dr. B's feedback.
- If you did receive a 3, today is your chance to do a summative assessment! Pick three words and complete steps 1-3 using the "I can" statements from your formative assessment. Remember: words should be words you do not know, but can infer the meaning using context clues.
6 – T:
- Summative Assessments
7 – W:
- Finish Summative Assessments (L4)
- Spencerian penmanship day
8 – Th:
- Finish Summative Assessments (L4)
- Spencerian penmanship day
9 – F: Bailey Day
- Spencerian penmanship day
- Visitor: Tina Davis will tell us about the importance of penmanship in business and professionalism. She has some great stories. Please ask her questions and enjoy the valuable advice she has to share!
- Surprise: The Lion, the Witch, and the Wardrobe!!!
12 – M: Snow Day, No School
13 – T:
- Special feature: The Lion, the Witch, and the Wardrobe (2005). Congratulations to our brilliant thespians who participated in this past weekend's play! You did an amazing job!
14 – W:
- The Lion, the Witch, and the Wardrobe
15 – Th:
- Finish movie
- Introduction to the Semicolon, Khan Academy
- Handout: The Elements of Style by Strunk and White
- Introduce new standard:
- L2a, "I can use a semicolon to link two or more closely related independent clauses." (Knoweldge / Reasoning / Skill)
- Open your copies of The Elements of Style by Strunk and White (semicolons, pgs. 5-6); review rules.
- Homework: Come in with two sentences that use semicolons correctly to share tomorrow.
16 – F: Early Release—teacher workshop in the PM / Period 3 is Period 2; show up at Period 2 time (8:57 a.m.).
- Check sentences on the board (formative grade)
- Review semicolon rules
19 – M:
- Turn in semicolon homework from last Thursday (formative assessment, L2a).
- Head down to Ms. Baker's room for a special presentation from New Hope for Women. This presentation will take the whole class period, so you may wish to take your stuff!
20 – T:
- Return sentences from yesterday and review semicolons.
- Open your copies of The Elements of Style by Strunk and White (semicolons, pgs. 5-6); review rules.
- Extra practice: write two related sentences and use a semicolon to combine them. Put on board.
- Semicolon Kahoot! (here)
- For more practice, try Khan Academy's test, click here.
- If you scored a 3 on your homework and feel comfortable using semicolons, you may take the assessment for L2a! Download it here.
21 – W: Bailey Day / handicraft day. Groups who are interested in learning to knit meet with Dr. B.
22 – Th:
Friday, Dec. 23—Monday, January 2: Christmas Break
Quarter 3
Jan. 30, 2017—Apr. 14, 2017
January:
3 – T:
- Return L4 summative assessments (vocabulary acquisition and use)
- Discuss retakes: you have the option to retake this assessment and earn a "3" on any of the performance indicators you might have missed.
- Semicolon / Commas
- Review Quarter 2 standards:
- RL1, "I can use evidence to support my ideas."
- RL2, "I can identify and analyze theme."
- RL3, "I can analyze how complex characters change over the course of a text."
- Formative Assessment (RL1, RL2, RL3):
- Find one example of how a character from Fatal Forecast or A Streetcar Named Desire is described in the beginning of the story. Use a quote to support your ideas.
- Find a second example of the same character at the end of the story.
- Describe what theme you see in the story, tying it into your quotes.
- Write one well developed paragraph (with little to no errors in spelling, punctuation, and grammar) that discusses how the character you chose changes over the course of the book.
4 – W:
- Finish formative assessments from yesterday (if not done)
- Revise formatives with feedback from Dr. B
- Summative Assessment (RL1, RL2, and RL3):
- Write three well developed paragraphs (with little to no errors in spelling, punctuation, and grammar) that discusses how the character you chose changes over the course of the book.
- Body Paragraph 1: beginning
- Body Paragraph 2: middle
- Body Paragraph 3: end
- Make sure to use quotes to support your ideas! Tie in your theme to each discussion and reflect on how the character changes over the course of book.
5 – Th:
- Summative Assessment (RL1, RL2, and RL3):
- Write three well developed paragraphs (with little to no errors in spelling, punctuation, and grammar) that discuss how a character in Fatal Forecast or A Streetcar Named Desire changes over the course of the text.
- Body Paragraph 1: character at the beginning
- Body Paragraph 2: character in the middle
- Body Paragraph 3: character at the end
- Make sure to use quotes (evidence) to support your ideas!
- Make sure to identify and discuss ONE theme. Show how that theme works in each quote you discuss.
6 – F:
Catchup/Bailey Day / Spencerian Penmanship
9 – M:
- Catch up day: finish formative and summative assessments for RL1, RL2, and RL3 from last week. Today is the last day to do so.
10 – T:
- Turn in missing formative or summative assessments
- Handout: Rubrics for RL1, RL2, and RL3; Two anonymous student essays to be scored in class.
- Working with a partner, score each essays using the rubrics you were given. Be ready to discuss scores.
11 – W:
- Makeup time: Summative Assessments for RL1, RL2, and RL3.
- If you are done, please practice your Spencerian Penmanship in workbooks.
- After-school summative assessment retake. MANDATORY! Your summative assessments are DUE!
12 – Th:
- Review stars and stairs for RL1 and make one stars and stairs model for RL2 or RL3.
13 – F: Early release day (1:00 p.m.) Start with Period 3 English rotation.
- Work on Stars & Stairs models with groups. Show Dr. B your steps for RL2 and RL3.
16 – M: MLK Day, No school
17 – T:
- Handout: Two more student samples for RL1, RL2, and RL3. Score with partner and discuss as a class.
18 – W: No Class Today; NWEA tests with grade level classes (Periods 3 & 4)
19 – Th:
- Break into two groups:
- Group 1: Students working on RL1, RL2, and RL3
- Continue working on your summative assessment for your three reading standards. You will not move on to the second group until you have met them.
- Group 2: Students still working on Greek/Latin roots/prefix/affix program
- Begin prefix / affix / Latin roots program:
- Handout: list of prefixes and roots
- Prefix: a letter or letters placed at the beginning of a word to change its meaning
- Suffix: al letter or letters placed at the end of a word to change its meaning
- Root: a word that doesn't have a prefix or suffix and can stand alone
- Handout: Greek and Latin root tree
- Pick one of the Latin/Greek roots on pg. 1 and write it at the bottom of your Root Tree
- Find six different words that are derived from that root and write them in the tree's branches.
- Pick four and fill in those words and their definitions in the attached Graphic Organizer (along with related words).
- (Formative) L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
- Learning Target: "I can recognize and define common affixes and roots (units of meaning)." (Knowledge)
20 – F:
- Group Lists
- Group 1: Summative Assessment
- Group 2: Latin/Greek Prefix program
- Pick a new prefix/suffix/root from last week's list
- Complete a new root tree and graphic organizer
23 – M:
- Group 1:
- RL1, RL2, and RL3 summative assessment (turn in when finished). Make sure to grade yourself using our rubrics beforehand.
- Group 2:
- Words 16-20 are due at the end of class today for a formative assessment on L4b.
- (Formative) L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
24 – T:
- Break into the same groups from Monday.
25 – W:
- Continue working in groups 1 (RL1, RL2, RL3) and 2 (Latin and Greek Roots)
- L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
- L4c: "I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word and determine its precise meaning."
- TEST NEXT WEEK. If you started with the group on the first day, make sure to have all of your trees done by Friday! If you are new, your trees are due Monday.
26 – Th:
- Continue working in groups 1 and 2
27 – F: Early release—teacher workshop in the PM. Quarter 2 ends (48 days).
NO PERIOD 3 TODAY. GO TO PERIOD 5
January:
3 – T:
- Return L4 summative assessments (vocabulary acquisition and use)
- Discuss retakes: you have the option to retake this assessment and earn a "3" on any of the performance indicators you might have missed.
- Semicolon / Commas
- Review Quarter 2 standards:
- RL1, "I can use evidence to support my ideas."
- RL2, "I can identify and analyze theme."
- RL3, "I can analyze how complex characters change over the course of a text."
- Formative Assessment (RL1, RL2, RL3):
- Find one example of how a character from Fatal Forecast or A Streetcar Named Desire is described in the beginning of the story. Use a quote to support your ideas.
- Find a second example of the same character at the end of the story.
- Describe what theme you see in the story, tying it into your quotes.
- Write one well developed paragraph (with little to no errors in spelling, punctuation, and grammar) that discusses how the character you chose changes over the course of the book.
4 – W:
- Finish formative assessments from yesterday (if not done)
- Revise formatives with feedback from Dr. B
- Summative Assessment (RL1, RL2, and RL3):
- Write three well developed paragraphs (with little to no errors in spelling, punctuation, and grammar) that discusses how the character you chose changes over the course of the book.
- Body Paragraph 1: beginning
- Body Paragraph 2: middle
- Body Paragraph 3: end
- Make sure to use quotes to support your ideas! Tie in your theme to each discussion and reflect on how the character changes over the course of book.
5 – Th:
- Summative Assessment (RL1, RL2, and RL3):
- Write three well developed paragraphs (with little to no errors in spelling, punctuation, and grammar) that discuss how a character in Fatal Forecast or A Streetcar Named Desire changes over the course of the text.
- Body Paragraph 1: character at the beginning
- Body Paragraph 2: character in the middle
- Body Paragraph 3: character at the end
- Make sure to use quotes (evidence) to support your ideas!
- Make sure to identify and discuss ONE theme. Show how that theme works in each quote you discuss.
Catchup/Bailey Day / Spencerian Penmanship
9 – M:
- Catch up day: finish formative and summative assessments for RL1, RL2, and RL3 from last week. Today is the last day to do so.
- Turn in missing formative or summative assessments
- Handout: Rubrics for RL1, RL2, and RL3; Two anonymous student essays to be scored in class.
- Working with a partner, score each essays using the rubrics you were given. Be ready to discuss scores.
11 – W:
- Makeup time: Summative Assessments for RL1, RL2, and RL3.
- If you are done, please practice your Spencerian Penmanship in workbooks.
- After-school summative assessment retake. MANDATORY! Your summative assessments are DUE!
12 – Th:
- Review stars and stairs for RL1 and make one stars and stairs model for RL2 or RL3.
13 – F: Early release day (1:00 p.m.) Start with Period 3 English rotation.
- Work on Stars & Stairs models with groups. Show Dr. B your steps for RL2 and RL3.
16 – M: MLK Day, No school
17 – T:
- Handout: Two more student samples for RL1, RL2, and RL3. Score with partner and discuss as a class.
18 – W: No Class Today; NWEA tests with grade level classes (Periods 3 & 4)
19 – Th:
- Break into two groups:
- Group 1: Students working on RL1, RL2, and RL3
- Continue working on your summative assessment for your three reading standards. You will not move on to the second group until you have met them.
- Group 2: Students still working on Greek/Latin roots/prefix/affix program
- Begin prefix / affix / Latin roots program:
- Handout: list of prefixes and roots
- Prefix: a letter or letters placed at the beginning of a word to change its meaning
- Suffix: al letter or letters placed at the end of a word to change its meaning
- Root: a word that doesn't have a prefix or suffix and can stand alone
- Handout: Greek and Latin root tree
- Pick one of the Latin/Greek roots on pg. 1 and write it at the bottom of your Root Tree
- Find six different words that are derived from that root and write them in the tree's branches.
- Pick four and fill in those words and their definitions in the attached Graphic Organizer (along with related words).
- (Formative) L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
- Learning Target: "I can recognize and define common affixes and roots (units of meaning)." (Knowledge)
20 – F:
- Group Lists
- Group 1: Summative Assessment
- Group 2: Latin/Greek Prefix program
- Pick a new prefix/suffix/root from last week's list
- Complete a new root tree and graphic organizer
23 – M:
- Group 1:
- RL1, RL2, and RL3 summative assessment (turn in when finished). Make sure to grade yourself using our rubrics beforehand.
- Group 2:
- Words 16-20 are due at the end of class today for a formative assessment on L4b.
- (Formative) L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
24 – T:
- Break into the same groups from Monday.
25 – W:
- Continue working in groups 1 (RL1, RL2, RL3) and 2 (Latin and Greek Roots)
- L4b: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)."
- L4c: "I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word and determine its precise meaning."
- TEST NEXT WEEK. If you started with the group on the first day, make sure to have all of your trees done by Friday! If you are new, your trees are due Monday.
26 – Th:
- Continue working in groups 1 and 2
27 – F: Early release—teacher workshop in the PM. Quarter 2 ends (48 days).
NO PERIOD 3 TODAY. GO TO PERIOD 5
NO PERIOD 3 TODAY. GO TO PERIOD 5
January
30 – M:
- New seating chart
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
31 – T:
- Kahoot, Latin and Greek Roots/Affixes (here)
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
February
-
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
January
30 – M:
- New seating chart
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
31 – T:
- Kahoot, Latin and Greek Roots/Affixes (here)
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
February
1 – W:
- Work on final Latin root trees and graphic organizers
- If finished, pick up 35 "leaves" and make note cards for yourself (or, "leaf cards!")
2 – Th:
- Girls' Basketball team: please head down to the gym at 10:00 a.m. (or, wait for Amanda's announcement)
- Kahoot practice: Latin & Greek roots!
- Catchup on trees and diagrams
- If finished, practice definitions with a partner.
3 – F:
- Final Trees
- Study definitions with partner
6 – M:
- Kahoot Practice:
- Envelope exercise
- Race to match roots with definitions
- Winner: a fresh pack of pencils!
- Ready for a quiz? Quiz tomorrow!
7 – T:
- Results from round 1:
- First place: Jack, Tim, Tekla, Mikael: 35/35 (10 1/2 minutes)
- Second Place: Mike, Carmen, Marina, and Ben (18 minutes)
- Third Place: Hannah, Keaton, Frank: 32/35 (10 1/2 minutes)
- Fourth Place: Adam, Joe, Justice, Ben: 27/35 (25 minutes)
- Fifth Place: Mitch, Molly, Madison: 25/35 (25 minutes)
- Round 2:
- Come up with one word for each root and its definition
- Start time: 9: 56 a.m.
- First Place: Carmen, Marina, Ben, and Mike M. (Time: 19-minutes! )
- Second Place: Mikael, Tekla, Jack, and Tim (Time: 21-minutes!)
- Third Place: Mitch, Molly, and Madison (Time: 15-minutes +)
- Fourth Place: Brody, Justice, and Joe (Time: 21-minutes+)
- Fifth Place: Frank, Keaton, and Hannah (Time: 25-minutes +)
- Round 3:
- Flyswatter game (watch video here)
- Group 1: Jack, Mikael, Tekla, and Tim (20 points! Winners!)
- Group 2: Mike M., Carmen, Ben, and Marina (16 points!)
8 – W:
- Round 3 Review:
- Group 1: Brody, Justice, Adam, and Joe (19 points)
- Group 2: Mitch, Molly, and Madison (17 points)
- Group 1: Brody, Justice, Adam, and Joe (16 points)
- Group 3: Frank and Keaton (19 points)
- Group 4: Mikael, Tekla, Tim, and Jack (10 points)
- Group 3: Frank and Keaton (25 points!! WINNERS!!!)
9 – Th:
- Latin/Greek Roots Test
- If you finish early, please use this time as a study hall/intervention day (get caught up on your work in other classes!)
10 – F: No Class today (snow day)
13 – M: No Class today (snow day)
14 – T:
- Finish Latin/Greek Roots Test (Tim, Mitch, Mike)
- If finished, work in your Spencerian Penmanship books
15 – W:
16-Th: No Class today (snow day)
17 – F: Early release—teacher workshop in the PM
- Finish making copies for portfolios.
- Continue working on portfolios from yesterday. Below is a complete list of your summative assessments aligned with standards. Dr. B needs to check off what you have and what you are missing. We need to track these down ASAP.
- Carmen/Molly/Corey: will you help out Dr. B by helping students make copies of their assessments and file them under the corresponding folders in their portfolios?
- RL1, RL2 (Q1)
- In-class writing prompt (see blog post here)
- RL1, RL2, RL3 (Q3)
- See January Summative Assessment
- 3 paragraphs on how a character changes over the course of your book.
- L4b
- Greek/Latin roots test (taken last Friday!)
- L4a, c, d
- Vocabulary Acquisition and Use Test
- See Nov. 28th--Dec. 10th on class calendar
- L2a (colons and semicolons)
- Q1 Test/Summative Assessment
- Newsletter article
- W2, "I can write informational/explanatory texts that convey concepts and information accurately."
- W4, "I can produce clear and coherent writing where the style, organization, purpose, and audience are appropriate to the task."
- Newsletter article
20 – M: Presidents Day—no school
- Discuss most common parts of speech
- "My Papa's Waltz" Noun Activity
- Kahoot: Nouns and Pronouns
23 – Th: Girls' basketball team gone to Augusta for Championship. GO VIKINGS!
- Spencerian Penmanship Day
24 – F: PM Day—go to Periods 5, 6, 7, and Mentoring.
27 – M:
- Handout: Parts of Speech Assessment (Noun Identification)
- Review answers
- Turn in scored assessments
- L1: "I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking."
28 – T:
- Return Noun Identification worksheets from yesterday
- With a partner, identify all of the parts of speech that we did not label in class:
- Pronouns
- Prepositions
- Verbs
- Adverbs
- Adjectives
- Conjunctions
- You may use your notes in your grammar binders on parts of speech. Dr. B will also be walking around to help!
March
- Dr. B out sick today
- Finish parts of speech activity on the board (sentences 4-10).
- Mitch - go with Megan Miller at 10:00 a.m. to review grammar exercises from yesterday. You will want to discuss whatever parts of speech you were not able to identify or gave you trouble.
2 – Th:
- Double-check parts of speech answers from yesterday (get with partners and share with class)
- Parts of Speech Quiz
- Pronoun Identification Worksheet
- Notes on
- Phrases
- Conjunctions
- Clauses
- Video: Conjunction Junction, What's Your Function?
3 – F:
- Return Parts of Speech Quiz from yesterday (L1b, formative)
- Answer Pronoun Identification Sentences (1-20) on board
- Identify parts of speech
6 – M:
- Writing Warmup (here)
- Finish parts of speech from worksheet Friday (last 6-7 sentences)
- Handout: Adjective Identification Worksheet
- L1: "I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking."
- Homework: finish exercise 1.
7 – T:
- Dr. B out sick today
- Finish parts of speech on Adjective Identification Worksheet (7-10)
- Finish parts of speech on the Pronoun Identification Worksheet from last Thurs./Fri.
- Pronouns should be personal pronouns should be underlined and possessive pronouns should be circled
8 – W:
- Dr. B out sick today
- Spencerian penmanship
9 – Th:
- Check in: Dr. B sent the wrong sub plans over yesterday. What did you do in class?
- Today, let's review how we feel about parts of speech
- Handout: Nouns, Pronouns, and Adjectives Practice Test
10 – F:
- Game Day: Code Names!!
Monday, March 13—Friday, March 24: Spring Break
2 – Th:
- Girls' Basketball team: please head down to the gym at 10:00 a.m. (or, wait for Amanda's announcement)
- Kahoot practice: Latin & Greek roots!
- Catchup on trees and diagrams
- If finished, practice definitions with a partner.
3 – F:
- Final Trees
- Study definitions with partner
6 – M:
- Kahoot Practice:
- Envelope exercise
- Race to match roots with definitions
- Winner: a fresh pack of pencils!
- Ready for a quiz? Quiz tomorrow!
7 – T:
- Results from round 1:
- First place: Jack, Tim, Tekla, Mikael: 35/35 (10 1/2 minutes)
- Second Place: Mike, Carmen, Marina, and Ben (18 minutes)
- Third Place: Hannah, Keaton, Frank: 32/35 (10 1/2 minutes)
- Fourth Place: Adam, Joe, Justice, Ben: 27/35 (25 minutes)
- Fifth Place: Mitch, Molly, Madison: 25/35 (25 minutes)
- Round 2:
- Come up with one word for each root and its definition
- Start time: 9: 56 a.m.
- First Place: Carmen, Marina, Ben, and Mike M. (Time: 19-minutes! )
- Second Place: Mikael, Tekla, Jack, and Tim (Time: 21-minutes!)
- Third Place: Mitch, Molly, and Madison (Time: 15-minutes +)
- Fourth Place: Brody, Justice, and Joe (Time: 21-minutes+)
- Fifth Place: Frank, Keaton, and Hannah (Time: 25-minutes +)
- Round 3:
- Flyswatter game (watch video here)
- Group 1: Jack, Mikael, Tekla, and Tim (20 points! Winners!)
- Group 2: Mike M., Carmen, Ben, and Marina (16 points!)
8 – W:
- Round 3 Review:
- Group 1: Brody, Justice, Adam, and Joe (19 points)
- Group 2: Mitch, Molly, and Madison (17 points)
- Group 1: Brody, Justice, Adam, and Joe (16 points)
- Group 3: Frank and Keaton (19 points)
- Group 4: Mikael, Tekla, Tim, and Jack (10 points)
- Group 3: Frank and Keaton (25 points!! WINNERS!!!)
9 – Th:
- Latin/Greek Roots Test
- If you finish early, please use this time as a study hall/intervention day (get caught up on your work in other classes!)
10 – F: No Class today (snow day)
13 – M: No Class today (snow day)
14 – T:
14 – T:
- Finish Latin/Greek Roots Test (Tim, Mitch, Mike)
- If finished, work in your Spencerian Penmanship books
15 – W:
16-Th: No Class today (snow day)
16-Th: No Class today (snow day)
17 – F: Early release—teacher workshop in the PM
- Finish making copies for portfolios.
- Continue working on portfolios from yesterday. Below is a complete list of your summative assessments aligned with standards. Dr. B needs to check off what you have and what you are missing. We need to track these down ASAP.
- Carmen/Molly/Corey: will you help out Dr. B by helping students make copies of their assessments and file them under the corresponding folders in their portfolios?
- RL1, RL2 (Q1)
- In-class writing prompt (see blog post here)
- RL1, RL2, RL3 (Q3)
- See January Summative Assessment
- 3 paragraphs on how a character changes over the course of your book.
- L4b
- Greek/Latin roots test (taken last Friday!)
- L4a, c, d
- Vocabulary Acquisition and Use Test
- See Nov. 28th--Dec. 10th on class calendar
- L2a (colons and semicolons)
- Q1 Test/Summative Assessment
- Newsletter article
- W2, "I can write informational/explanatory texts that convey concepts and information accurately."
- W4, "I can produce clear and coherent writing where the style, organization, purpose, and audience are appropriate to the task."
- Newsletter article
20 – M: Presidents Day—no school
22 – W:
- Discuss most common parts of speech
- "My Papa's Waltz" Noun Activity
- Kahoot: Nouns and Pronouns
23 – Th: Girls' basketball team gone to Augusta for Championship. GO VIKINGS!
- Spencerian Penmanship Day
24 – F: PM Day—go to Periods 5, 6, 7, and Mentoring.
27 – M:
- Handout: Parts of Speech Assessment (Noun Identification)
- Review answers
- Turn in scored assessments
- L1: "I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking."
28 – T:
- Return Noun Identification worksheets from yesterday
- With a partner, identify all of the parts of speech that we did not label in class:
- Pronouns
- Prepositions
- Verbs
- Adverbs
- Adjectives
- Conjunctions
- You may use your notes in your grammar binders on parts of speech. Dr. B will also be walking around to help!
March
1 – W:
- Dr. B out sick today
- Finish parts of speech activity on the board (sentences 4-10).
- Mitch - go with Megan Miller at 10:00 a.m. to review grammar exercises from yesterday. You will want to discuss whatever parts of speech you were not able to identify or gave you trouble.
- Double-check parts of speech answers from yesterday (get with partners and share with class)
- Parts of Speech Quiz
- Pronoun Identification Worksheet
- Notes on
- Phrases
- Conjunctions
- Clauses
- Video: Conjunction Junction, What's Your Function?
3 – F:
- Return Parts of Speech Quiz from yesterday (L1b, formative)
- Answer Pronoun Identification Sentences (1-20) on board
- Identify parts of speech
6 – M:
- Writing Warmup (here)
- Finish parts of speech from worksheet Friday (last 6-7 sentences)
- Handout: Adjective Identification Worksheet
- L1: "I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking."
- Homework: finish exercise 1.
7 – T:
- Dr. B out sick today
- Finish parts of speech on Adjective Identification Worksheet (7-10)
- Finish parts of speech on the Pronoun Identification Worksheet from last Thurs./Fri.
- Pronouns should be personal pronouns should be underlined and possessive pronouns should be circled
8 – W:
- Dr. B out sick today
- Spencerian penmanship
9 – Th:
- Check in: Dr. B sent the wrong sub plans over yesterday. What did you do in class?
- Today, let's review how we feel about parts of speech
- Handout: Nouns, Pronouns, and Adjectives Practice Test
10 – F:
- Game Day: Code Names!!
Monday, March 13—Friday, March 24: Spring Break
27 – M:
- Discussion: Speaking and Listening Learning Targets
- 2-minute SL exercise
- Choose with popsicle sticks
- Talk about your break, your morning, or anything that interests you.
- We will provide feedback using your new SL1 rubric as a class.
- Dr. B will even put herself in the cup!
28 – T:
- Handout: English 9/10 Grammar Glossary
- Handout: Grammar Packets. Put in Grammar Binders!
- Review terms
- Subject
- Predicate (verb)
- Direct Object
- Complete exercise 1 in Grammar Binder (sentence diagramming). Take notes!
- Homework: Exercise 2.
29 – W:
- Review answers for Exercise 2
- In-class: Exercise 3
- Homework: Exercise 4.
30 – Th:
- Review answers for Exercise 4
- In-class:
- Homework: Exercise 5
31 – F:
- Return summative sentence diagrams from yesterday.
- Adam, Mike M., Carmen, Keaton, Hannah—please retake the assessment from yesterday
- Review answers for Exercises 5, 6, 7
- In-class: Exercise 7
- Homework: Exercise 8
April
- Poetry reading day
- Practice reading poetry out loud with Robin and Nate
- Present to class
- Read about today's workshop: here.
10 – M:
- Key terms for today:
- Adverbial phrase—a phrase of words that answers the questions, "Where?" "When?" "How?" "To what extent?"
- Example: "Both snow and rain were falling at the same time."
- "At the same time" is the adverbial phrase because it tells you when/where snow and rain were falling.
- Direct object—noun receiving the action, usually a thing, place, or idea.
- Example: "Listen carefully and follow directions."
- "Directions" is the direct object because it is being "followed."
- Review Lesson 6:
- Identify parts of speech first.
- Then, diagram your sentence. Dr. B will start you off by illustrating the diagram frame.
11 – T:
- Direct Object practice sentences
- Captains and teammates, please split up and go to different sides of the room.
- Identify the direct objects and parts of speech for all sentences.
- Diagram sentences with partner.
- Put sentences on board.
12 – W:
- Review answers from yesterday's worksheets
- Return worksheets from yesterday (and handout worksheets to people who were out yesterday)
- Still missing:
- Molly
- Frank
- Mitch
- Brody
- Tekla
- Madison
- Handout: Sentence Diagramming, Direct Objects (pre-assessment)
14 – F: Early release—teacher workshop in the PM. Quarter 3 ends (44 days).
- Catchup day: Sentence Diagramming (Corey, Marina, Hannah, and Carmen)
- Return L1 sentence diagramming tests
- Study and retake tests if you did not get a "meets"
- If you did get a "meets," work in Spencerian Penmanship books or start Lesson 7 in your grammar binders.
27 – M:
- Discussion: Speaking and Listening Learning Targets
- 2-minute SL exercise
- Choose with popsicle sticks
- Talk about your break, your morning, or anything that interests you.
- We will provide feedback using your new SL1 rubric as a class.
- Dr. B will even put herself in the cup!
28 – T:
- Handout: English 9/10 Grammar Glossary
- Handout: Grammar Packets. Put in Grammar Binders!
- Review terms
- Subject
- Predicate (verb)
- Direct Object
- Complete exercise 1 in Grammar Binder (sentence diagramming). Take notes!
- Homework: Exercise 2.
29 – W:
- Review answers for Exercise 2
- In-class: Exercise 3
- Homework: Exercise 4.
- Review answers for Exercise 4
- In-class:
- Homework: Exercise 5
31 – F:
- Return summative sentence diagrams from yesterday.
- Adam, Mike M., Carmen, Keaton, Hannah—please retake the assessment from yesterday
- Review answers for Exercises 5, 6, 7
- In-class: Exercise 7
- Homework: Exercise 8
April
7 – F:
- Poetry reading day
- Practice reading poetry out loud with Robin and Nate
- Present to class
- Read about today's workshop: here.
10 – M:
- Key terms for today:
- Adverbial phrase—a phrase of words that answers the questions, "Where?" "When?" "How?" "To what extent?"
- Example: "Both snow and rain were falling at the same time."
- "At the same time" is the adverbial phrase because it tells you when/where snow and rain were falling.
- Direct object—noun receiving the action, usually a thing, place, or idea.
- Example: "Listen carefully and follow directions."
- "Directions" is the direct object because it is being "followed."
- Review Lesson 6:
- Identify parts of speech first.
- Then, diagram your sentence. Dr. B will start you off by illustrating the diagram frame.
11 – T:
- Direct Object practice sentences
- Captains and teammates, please split up and go to different sides of the room.
- Identify the direct objects and parts of speech for all sentences.
- Diagram sentences with partner.
- Put sentences on board.
12 – W:
- Review answers from yesterday's worksheets
- Return worksheets from yesterday (and handout worksheets to people who were out yesterday)
- Still missing:
- Molly
- Frank
- Mitch
- Brody
- Tekla
- Madison
- Handout: Sentence Diagramming, Direct Objects (pre-assessment)
14 – F: Early release—teacher workshop in the PM. Quarter 3 ends (44 days).
- Catchup day: Sentence Diagramming (Corey, Marina, Hannah, and Carmen)
- Return L1 sentence diagramming tests
- Study and retake tests if you did not get a "meets"
- If you did get a "meets," work in Spencerian Penmanship books or start Lesson 7 in your grammar binders.
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