Ms. Lawson's English 10 Quia Page
Upcoming English 10 students will need the following materials:
1. 3-ring binger (2-3 inches would be best) with loose-leaf paper 2. black or blue pens 3. pencils 4. a different color pen or colored pencil (for editing) 5. an enthusiastic attitude, ready to learn!
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Students,
Welcome to the 2012—2013 school year! I am excited about working with you to accomplish the goals encountered in the course of English 10. We certainly have a lot of work to do in order to achieve these goals and become prepared for the SOL tests. My job is to provide you with instruction and opportunities to learn skills that are important in developing a well-educated individual. I will do my part. However, your role is the most important. You must want an education in order to receive a good one. Be serious about your education and your future at Marion Senior High School; I promise that your time here has the potential to lead you to great success in life. To ensure a productive and cooperative atmosphere in the class, you are required to adhere to the following expectations. At any time, when you are unsure of expectations, assignments, or experience problems with the course, make sure that you come to me for clarification and assistance. Come before there is a major problem and do not wait until the problem worsens!
Course: The focus of this year’s English class will be a study of World Literature. You will continue to study literary genres (poetry, drama, short stories, and novels) while applying cultural analysis to each. You will be writing constantly and writing on a daily basis. We will be writing this much not only to prepare for the VA SOL End of Course Writing test you will take in March of 2013, but also to prepare for the writing that comes with most jobs you will find after you graduate from high school. While your written work is crucial for your achievement in this classroom, you will additionally be responsible for participating vocally in small group or class discussions.
Contact Information:
susanlawson@scsb.org
(work) 783-4731
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NOTE: Please use the following plans as guides and reminders as to what is being covered in class. However, just as the best goals and intentions in life are subject to change, so are these plans.
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Thursday, August 16
1. About Me (Bio Investigation)
Students begin filling out questionnaire that requires them to be reflective and creative.
—to be continued 8-17
2. Class Contract (due 8-20 for a grade)—Begin going over class expectations and preview of activities, books to read, etc.
Friday, August 17
1. Finish About Me (Bio Investigation)—if time, volunteers can share answers
2. Finish going over Class Contract (procedures, expectations)
3. If time, begin Code of Conduct Scavenger Hunt OR go through the “Even though there are plenty of reasons to hate English” sheet
• English language full of contradictions we must learn
• English graduation requirements
• English in jobs (communication, media, business, etc.)
Monday, August 20
Class Contract Due with Parent/Guardian Signature
• Take up other signed forms
• Explain 2 days of testing (2 forms) and why we are pre-testing…
• Writing/ Grammar Diagnostic Test
—Multiple Choice, 40 questions
—To be given again close to the SOL Writing test
This will probably take 8-20 and part of 8-21.
Tuesday, August 21
• Take up signed forms
• Finish Diagnostic Test
• As students finish, they can begin brainstorming for Prompt #1
—Describe a time you were nervous or anxious…
• Go over Journal Rubric
• Pre-Writing (mandatory, go over examples and types)
• Conventions (Indent)
—Mr. Indent fill in the blank note sheet
—Umbrella brainstorming sheet for what
makes up a paragraph
•If time: “Even though there are plenty of reasons to hate English” sheet
• English language full of contradictions we must learn
• English graduation requirements
• English in jobs (communication, media, business, etc.)
Wednesday, August 22
• Take up signed forms.
• Review prewriting, indenting, etc.
• How to Read a Prompt (handout)
Have students try to find key words.
• Understanding the Prompt (handout, fill in the blank note taking)
Purpose, Audience, Topic, key words
• Hand out literature books while students begins pre-writing and drafting
• Grammar- to, too, two
notes, visuals, practice
Thursday, August 23
• Review what is a prompt?, purpose, audience, topic, key words, brainstorming, pre-writing, to, too, two
• Give 10—15 min. to write Prompt #1
• To, Too, Two Practice
—1/2 Grammar Bytes, first few together, then individually
• p. IN 2—3: Take notes to be used on an open-note quiz
• Predictions
• notes on Suspense on p. 5
• If time, begin reading “Contents” as a group
Friday, August 24
• Review:what is a prompt, purpose, audience, topic, key words, brainstorming, pre-writing, to, too, two, suspense
• Give 10—15 min. to write Prompt #1; check student progress
• If students “finish” writing, they should continue working on IN 2—3 notes
• To, Too, Two Practice
• Second 1/2 Grammar Bytes, first few together, then individually; quiz next week
• Read “Contents…”
Monday, August 27
• Time to write Prompt #1 (Due Friday)
• Finish To/Too/Two Grammar Bytes
—Quiz Wed.
• Writing Review
• p. IN 2—3: Elements of Short Stories
—Fill in the blank notes (can be studied for quiz Thursday)
• Predictions—on board quote from story “Contents of the Dead Man’s Pockets”
“All they’d find in his pockets would be…”
—Who is they?
—Who is the he?
—What will be in his pockets, and why will it be important enough to write a story about?
•notes on Suspense on p. 5
• Begin reading “Contents” as a group
Tuesday, August 28
• Time to write Prompt #1
• Practice To/Too/Two (Quiz tomorrow)
• Review: Elements of a Short Story
—I.D. what we know so far from “Contents” (serves also as a review of story)
—Looney Tunes clip of Wilie E. Coyote and Road Runner—“Sugar and Spies” Discuss Pun; Label events on Plot Diagram
• Continue reading “Contents” as a group
Wednesday, August 29
• To/Too/Two Quiz
• Time to write Prompt #1
• Review Elements of Short Story with the metaphor of boiling water • Continue reading “Contents”
Thursday, August 30
• Elements of a Short Story Quiz
• Time to write Prompt #1 (peer edit—guided handout)
• “Contents” Project: Read “Contents” until last page where Tom screams, “Clare…” and let students finish (resolution) of story
—Groups of 3
—To be presented to class
Friday, August 31
• Prompt #1 Due (all parts—brainstorming, prompt ½ sheet, umbrella brainstorming, draft, final)
• “Contents” Presentations• “Contents” Exit Slip ) ½ sheet –symbolism the contents of pockets and how it changes throughout the story (dynamic character?)
Monday, September 3 Labor Day No school
Tuesday, September 4
• Prompt #1 Due
• Review Short Story Elements, To/Too/Two, Prompt, PAT, “Contents”
• Verb Tense Consistency
1) 2 min. United Streaming clip—with fill in the blank note sheet
2) Guided Practice
• Once Upon a Time… (Write an alternate introduction to a famous story—using one of the “hook” techniques)
Wednesday, September 5
• Verb Tense Consistency—Review and more Practice
• Numbers in Writing—notes handout; guided practice # 1—5
• Volunteers share alternate introductions
• Hand out Prompt #2
The ink is drying on your Guinness Book of World Records certificate. You are the first human to accomplish this feat. What have you just done?
• Demonstrate 6 minute Freewriting for Prompt 2
• Dictionary Brainstorming
Thursday, September 6
• Time to write Prompt #2
• Verb Tense Consistency—(18 e) front side
• Numbers in Writing—guided practice # 6—10
• Distinguishing Fact from Opinion
1) Notes (include bias)
2) Handout
--fact and opinion of MSHS
--fact and opinion of yourself
--fact and opinion of your best friend
3) Examples from media
4) Group work (kinesthetic)—Crayons: Sorting Facts from Opinions
Friday, September 7
• Time to write Prompt #2
• Verb Tense Consistency—(18 e) back side
• Numbers in Writing worksheet/quiz?
• Fact VS. Opinion
1) Review
2) René Magritte painting
Observing facts and opinions…includes mini-lesson on adjectives and adverbs
Monday, September 10
• Finish Magritte Fact and Opinion Sheet; Turn in for a grade.
• Hamburger Paragraph Instruction (handout) Quiz Thursday or Friday
• Assign Prompt #2 :The ink is drying on your Guinness Book of World Records certificate. You are the first human to accomplish this feat. What have you just done?
Write as hamburger paragraph…
Topic sentence:____________________
Support:__________________________
Support:__________________________
Support:__________________________
Support:__________________________
Clincher:__________________________
• Mt. Everest United Streaming—activating interest
--(7:25)Everest for Everyone (includes jargon; specialized vocabulary for special purpose)
--(3:08) Altitude…and the Affects on the
Body
• Discuss Bias (add to notes)
--Why important when reading two accounts about same event…
• If time, begin reading p. 31 from “View from the Summit” by Edmund Hillary
Tuesday, September 11
Review Hamburger Paragraph form
• Prompt #2 Paragraph Due Wed.
• Review Bias, fact, opinion, specialized language (jargon)
• Read p. 31—36 “View from the Summit”
--Pay attention to author’s perspective and tone
Wednesday, September 12 Assembly Today
• United Streaming: Edmund Hillary
• p. 36—44 autobiography: “The Dream Comes True” from The Tiger of the Snows by Tenzing Norgay
--Compare to Hillary’s account
--Who is more reliable?
--What is fact and what is opinion?
Thursday, September 13
• Finish reading Norgay’s account
• Mock trial…who do you believe?
• p. 45 Assessment:
#’s 1, 2,3, 4 VENN DIAGRAM (authors’ perspective) 5 (word use/style) 7 (fact and opinion)
• Hamburger Paragraph Review
• If time: Constitution Background Assessment Activity (Getting Ready for Voice of Democracy assignment)
Friday, September 14
• Hamburger Paragraph Quiz
• Give Voice of Democracy Writing Assignment—Is the Constitution still relevant today?
• Persuasive Writing Instruction
--Persuasive Map (Brainstorming)
--Persuasive Techniques
Monday, September 17
• Their, There, There
• Go over Voice of Democracy Assignment
--Use Constitution Anticipation sheet from Thursday and Friday (some in 5th still need due to Club Day)
• Persuasive Essay Notes—fill in the blank handout
• Show some examples of winners from last year VOD—Models PERSUASION
As students listen, they will score persuasive speech based on 3 forms of Rhetoric and other persuasive techniques.
1) How do they “hook” the audience’s attention? 2) Supporting evidence? 3) Smooth and thoughtful conclusion/ clincher? 4) What language is especially passionate? 5) Were you persuaded?
Tuesday, September 18
• Review persuasion and techniques
(TEST THURSDAY)
• Prompt 3 (VOD) Brainstorming Handout
• Their, There, They’re
--Instruction, Notes, Visuals, Practice
• “The Censors” Anticipation Guide
--What is censorship?
Definition, in media, in print, visuals
Pros/Cons Chart –independent then together
Go back to Persuasive Notes Handout: Hard and Soft Evidence? 3 Rhetorical Appeals?
Wednesday, September 19
• Computer Lab—Researching the Constitution
--Students will have their Persuasion Map and Brainstorming sheet handy to fill in notes
--Students need to determine focus.
Interactive Constitution: (hyperlinks, annotations, and simplified language—paraphrased)
http://72.32.50.200/constitution/
Thursday, September 20
• PERSUASION TEST
• There, Their, They’re Practice (Quiz tomorrow?)
• Read “The Censors”
Friday, September 21
• There, Their, They’re Quiz
• Finish reading “The Censors”
Monday, September 24
• Numbers in Writing—handout with notes to highlight and practice
• Thesis Instruction—notes and practice
(5:33) United Streaming Essay Writing Strategies (type in thesis statement)
--goes over thesis statement , types of hooks, organization, etc. (HANDOUT for fill in the blank notes)
• Form a Thesis for Prompt #3—Due 9-25
• Take research from 9-20 (Computer Lab) and organize into Brainstorming Sheet (hard evidence, soft evidence, opposing side’s opinion, etc.)
Tuesday, September 25
• Thesis Due (As students write the INTRO, teacher will circulate and help with correcting thesis statements)
• Write Introduction Paragraph for Prompt #3 (2nd Hooks Handout)—Due 9-26
• Numbers in Writing Practice
• Persuasion Map—Organizing the Body Paragraphs (order of importance for paragraphs)
Wednesday, September 26
Rachel’s Challenge
•
• Intro Due
• Use Persuasion Map to write Body Paragraph #1—Due 9-27
Thursday, September 27
• Check Body Paragraph #1—Are there enough supporting details? Are you convinced as a reader? Are you swayed to believe the position?
• Time to write Body Paragraph #2—3 (Use Persuasion Map and Brainstorming Sheet)
• Peer-editing
Friday, September 28
• Instruction on the Conclusion Paragraph
• See models for conclusions and good 5 paragraph persuasive essays
• Write Conclusion
Monday, October 1
• 5 Paragraph Essay Format TEST Tues.
• Finish Prompt #3 Planning Sheet
• Write Introduction Paragraph for Prompt #3 (Use 2nd Hooks Handout)—Due 10-2
• Fragments—Instruction, Notes ,Practice
--Bike Metaphor/Superhero Visual
Tuesday, October 2
• 5 Paragraph Essay Format TEST
• Intro Due
• Use Persuasion Map to write Body Paragraph #1—Due 10-3
—Organizing the Body Paragraphs (order of importance for paragraphs; MAKING SURE THEY GO BACK TO THESIS STATEMENT)
• Fragments Continued—Practice (Independent and Guided)
Pairs—Fragment Slips to be made into complete sentences (creative writing)
Wednesday, October 3
Underclassmen pictures
• Check for Body Paragraph #1
• If time, class time given to write Body Paragraph #2—Due 10-4
• Fragments Check
Thursday, October 4
• Check Body Paragraph #2
• Time to write Body Paragraph #3
• Review/Practice—Fragments Quiz Fri.
--Lochness Monster passage
• Finding Fragments in the MEDIA (newspaper/magazine search)
Find 5, glue to paper, give correction.
Friday, October 5
• Check Body Paragraph #3
• Fragments Quiz
• Conclusion Instruction and Techniques—Time to write (Conclusion due 10-8)
Monday, October 8
• Underclassmen Pictures
• Check Prompt 3 Conclusion Paragraph
• Begin Connotation and Denotation Instruction
--Houses Activity
--Fill in the blank notes
--Guided Practice
• Use Mobile Lab Computers to introduce Criterion program
Tuesday, October 9
• Mobile Lab—typing Prompt 3 into Criterion
• Students will resubmit after corrections are made
Wednesday, October 10
• Mobile Lab—typing Prompt 3 into Criterion
• Resubmit after corrections are made
• When students finish, they will have another assignment to complete—depending how early they finish:
1) freerice.com (select grammar)
2) Poquoson—Released SOL Writing Multiple Choice Tests
3) Write another persuasive essay on Criterion
Thursday, October 11
• Technology Paragraph Assignment (Hamburger Form)—DUE 10-12
(Guided Instructions Handout)
• Take Irony Notes and use to complete WHICH TYPE of IRONY? sheet
• If time connotation/denotation worksheet
Friday, October 12
• Technology Survey with Partners (Anticipation Guide)
• Go over types of irony and worksheet from 10-11
• Begin reading “There Will Come Soft Rains” by Ray Bradbury
Monday, October 15
• Going over Types of Irony worksheet (given 10-12-12)
• Run-On Sentences
1)--fill in notes
(independent/dependent clauses; comma splice, fused sentence, FANBOYS, semicolon usage, conjunctive adverbs)
2)--guided practice
• Technology Survey
• Begin reading “There Will Come Soft Rains” p. 614
Tuesday, October 16
• Connotation and Denotation
-- strips of paper (Shades of Meaning: positive, negative, neutral)
• Continue Run-On Notes and Practice
• Continue reading “TWCS Rains”
Wednesday, October 17
• Connotation and Denotation Worksheet
• Run-On Practice—Whales Activity
• Finish reading “TWCS Rains”
Thursday, October 18 1st 9 weeks Grading period Ends
• Run-Ons—going over Whale practice
• Car Connotation Writing Assignment
Slanted language in the Media
(Time may be needed to finish reading “TWCSR”
Friday, October 19
Benchmark Testing (OR)...
• “There Will Come Soft Rains” Quiz
• When finished, students can work on Car Connotation writing assignment.
Monday, October 22
1. Scarlett Expressions Classroom Visit
2. Finish Benchmark Testing (4th and 5th
3. Run-On Sentences—Putting it all together (Revising—Whale Worksheet)
--Review 2 types
--Review ways to fix them
• “Like the Sun” Activating Interest Discussion Questions
--respond first in writing
--discuss as a class
EX: 1) How would you feel about hearing only the truth from other people?
2) How might you feel about telling only the truth to other people?
3) Is absolute truth even possible?
• Review types of irony, simile, and read “Like the Sun” p. 280--283
Tuesday, October 23
• Continue going over Whale Run-On Sentences
• Review “Like the Sun”
• Read Emily Dickinson’s “Tell All the Truth/but tell it Slant” p. 284
Compare short story to poem—form, theme, etc.
• Open note/book quiz on short story and poem.
• Review Advertising Techniques
1) Handout—Analyzing Persuasive Techniques in Advertising
(bandwagon, emotional appeals, loaded language, celebrity spokesperson, etc.)
2) United Streaming—Media Wise (6:20)
Tricks Used by Advertisers
B) key word media literacy—Discovering Lang Arts Intermediate Viewing (Advertising Images 4:24)
Wednesday, October 24
• Conjunctive Adverb ½ Worksheet (Run-Ons)
• Review Connotation and Denotation—on ladybug use old quiz 5 sentences with different choices.
She (tore, cut, shredded) his favorite t-shirt.
• Car Connotation Advertisement Assigned
Thursday, October 25 2 hr. early dismissal
• 2 hour early release
• Run-On Sentences Quiz
Students are given a passage with sentences numbered. Students fix the sentence within the passage and tell if it is a comma splice or fused sentence.
• Any time left, students can work on Car Ad Assignment
Friday, October 26
Edgar Allan Poe—background activation
--United Streaming video (27:00) with fill in the blank notes and pre-assessment (before you watch the video) questions.
• Allegory Notes
• If time, fictional Edgar Allan Poe interview
(life and times)
Monday, October 29
Run On Practice (Identifying and Correcting)
--Quiz Wed.
(Finish) Edgar Allan Poe—background activation --United Streaming video (27:00) with fill in the blank notes and pre-assessment (before you watch the video) questions.
• Allegory Notes
• If time, fictional Edgar Allan Poe interview
(life and times)
Tuesday, October 30
25 minutes: Collaborative Writing Assignment—Narrative Writing (Prompt 5)
A mysterious “something” is sweeping through the country, destroying everything in its path. What is it and what are you going to do?
--Instruction on Narrative Writing: structure
25 minutes: Begin reading Poe’s “The Masque of the Red Death” p. 82—88
Wednesday, October 31
Finish reading “The Masque of the Red Death”
Run On Sentence Quiz
Thursday, November 1
. 2nd period—watch Media Wise (United Streaming)
4th and 5th—watch both Media Literacy videos from 10-23 LP
2. Advertisement Analysis
--Use Analyzing Persuasive Techniques
in Ads handout
--Teacher will give each student an ad
from a magazine or a newspaper to
analyze (see Analyzing Persuasive
Techniques Copymaster)
(Students fill out info about the product, message target audience, technique used, and the intended effect.)
3. Give Car Connotation Writing Assignment
Friday, November 2
Car Connotation Ad Workday
Monday, November 5
• Night Pre-view Video (3:16) with Background Questions
• Night Anticipation Guide (Themes)—
Prompt #6: Pick one statement from the anticipation guide and write a hamburger format paragraph (handout)
--guided pre-writing
Tuesday, November 6 Election Day
• The Search for Meaning—Testimony of a Witness Scrapbook Assignment (handout)
--Go through background
--Give expectations for 6 graffiti journal assignments; show example.
• Begin with Preface to Night—fill in the blank notes will serve as an introduction to the memoir and history lesson
• Extra notes about the author and the history
Wednesday, November 7
• CH 1, Night (begin Graffiti journal)
p. 3—22
Thursday, November 8
• Finish reading CH 1
and Graffiti journal
CH 1 Discussion questions
Friday, November 9
• CH1 Quiz
• Begin CH 2 Night
Monday, November 12
• Read CH 2
• Finish Night Section 1—2
Graffiti Journal and turn in
(2 paragraphs may need to be done for homework)
Tuesday, November 13
• You’re and Your instruction and practice
• Read CH 3 Night
Wednesday, November 14
• You’re and Your Practice
• Time to finish Night CH 3 Graffiti Journal
• Begin CH 4
Thursday, November 15
• You’re and Your Quiz
• Continue reading Night
Friday, November 16
• Read and discuss Night
Monday, November 19
8 min. clip from the
United States Holocaust Memorial Museum
Sections 3—4 Writing Assignment (late?)
Continue reading Chapter 5
Tuesday, November 20
• Unusual Recipe Assignment (uses connotation and denotation
Students must pick an emotion for which to compose a recipe. Examples are given and one is modeled by teacher.
Handouts: Culinary Words
Recipe Format “Card”
Student Samples
Lists of Emotions to pick from
Wednesday, November 21 No School
Thursday, November 22 No School… Happy Thanksgiving!
Friday, November 23 No School
Monday, November 26
• Review missing assignments
• Review Night Ch 1—5
• Finish reading CH 5 and CH 6
1st—page 81
4th and 5th—page 77
Goal—get through page 97
Tuesday, November 27
• Read Chapters 7—8
• Through p. 112
Wednesday, November 28
Read CH 9 (Last Chapter)
• Reflective Writing Assignment (to go into Criterion)
Decide what you feel is the ONE most LASTING image…the image you will NEVER forget and that you feel best captures the experiences of Elie and the other prisoners. Write about how this image affected you as you were reading and how it should affect people studying the Holocaust. Persuade readers that this image is the most influential image of the book.
OR
In Wiesel’s Nobel Prize acceptance speech (1986), he addresses the power of memory, including the idea that the memory of death can serve as a shield against death. Wiesel believes that remembering the Holocaust will help to ensure that this type of atrocity does not occur in the future. Do you think learning about historical events can guide people to behave differently? Will the 21st century society be marked by remembrance or by forgetting? Convince readers that your thoughts on this matter are not only correct, but essential.
Thursday, November 29
• Watch Oprah’s Interview with Elie Wiesel at Auschwitz Concentration Camp
Friday, November 30
• Finish video
• Jigsaw Discussion Activity
Monday, December 3
• Finish Night jigsaw discussion
• Finish Holocaust video clips of the author, the concentration camps, the survivors, and the liberators
Tuesday, December 4
• Assign persuasive essay for Night
• Review Importance of PAT-ing the prompt (Prompt Analysis)
• Review 5 Paragraph Essay Format
• Write Introduction and Body paragraph 1 (due Wed.)
Wednesday, December 5
• You’re and Your Notes and Practice
• It’s and Its
• Write Body Paragraphs 2-3 (Due Thursday)
• Read Holocaust Poetry—analyze and discuss; apply meanings to essay assignment
Thursday, December 6
• You’re and Your; It’s and Its
• Write the Conclusion
• REVISE (handout)
Friday, December 7
Enter essays into Criterion (Mobile Lab)
Monday, December 10
1. Hand back 5 Paragraph Essay Format Tests
2. You’re vs. Your
It’s vs. Its Quiz Reminder
3. Continue typing and revising Night essays in CRITERION
Tuesday, December 11
1. It’s and Its/ You’re and Your QUIZ
2. Continue typing and revising Night essays in CRITERION
3. Night extra credit opportunity (Magic Square)
Wednesday, December 12
1. Hand out exam review study packets
Mobile lab will still be available for those who need to enter essays in late.
Thursday, December 13
Exam Review
Friday, December 14
Midterm Exams
Exam Review; 7th period exam
Monday, December 17
Midterm Exams
Tuesday, December 18
Midterm Exams
Wednesday, December 19 2 hour early dismissal for Winter Break!
Midterm Exams
Wednesday, January 2 Return to school>
• 1st—Review 5 paragraph essay format with template
• Go over expectations from now—day of Writing SOL test
• Review Persuasive Writing—packet from Holt textbook and fill in the notes handout
• Use Persuasive Essay Student model—copied front and back with margin notes
Thursday, January 3
• Begin with ½ page Persuasive Prompt—to 1st analyze and then debate with a partner
--Thomas Jefferson—Do we accomplish more if we are always doing something or does inactivity also serve a purpose?
• Quotation Marks—Rules, instruction, and practice
Friday, January 4
• Begin with ½ page Persuasive Prompt—to 1st analyze and then debate with a partner
--First impressions are almost impossible to change. Based on your experiences, do you agree or disagree with this statement? Take a position on this issue and support your response.
• Quotation Marks—continue reviewing rules, practice—guided and then independent
Monday, January 7
• Time to finish (discuss) persuasive prompt ½ sheet with pros and cons (First impressions are hard to change…)
--Students create a thesis statement and hook for this potential essay assignment.
• Study/Read/Label/Discuss Model Persuasive Essay
• Continue with Quotation Marks practice
(Quiz Thursday)
--Punctuating Dialogue sheet
Tuesday, January 8
• Watch 1st ½ of United Streaming video: Discovering Language Arts: Advanced Research Skills (1:03:11)
• Continue with Quotation Marks practice
(Quiz Thursday)
--Dialogue—commas with interjections, direct address, interruptions, etc. sheet
Wednesday, January 9
• Watch 2nd ½ of United Streaming video: Discovering Language Arts: Advanced Research Skills (1:03:11)
• Quotation Marks continued—add titles of works: (Which are in quotes? Which are underlined/italicized?) Handout with practice
Thursday, January 10
• Quiz—Quotation Marks
• Begin Notes on Research Papers and Techniques (packet)
Friday, January 11
• Go over Quotation Marks Quiz
• Continue with Research Paper fill-in-the-blank notes
Monday, January 14
• Finish/ Go over Subordinating Conjunctions BUS worksheet
• Remediation on Quotation Marks—new handout with dialogue to punctuate
• Colons—Fill in the blank notes
• Colons Practice
Tuesday, January 15
• Run-On Sentences Revisited
• Colons Practice (Quiz Thursday)
• Begin Research Notes (postponed from last week)
Wednesday, January 16
• More Colon Practice—quiz Thursday
• Continue with MLA Research Notes and models
Thursday, January 17
• Colon Quiz
• Continue with MLA Research
• Evaluating sources—Show The Office clip about Wikipedia
Friday, January 18
Go to the following link.
Follow the directions.
Evaluate each website and make notes on your Wesite Evaluation handout.
Monday, January 28
• Review introductory words/phrases with commas
• Review Usage of the Colon
• Review Double Negatives
Begin RESEARCH Paper Unit
--fill in the blank notes
--models to study
--practice with MLA in-text citations and Works Cited
--Evaluation of Sources—Are they credible?
Tuesday, January 29
• Continue with Research Notes and more
Wednesday, January 30
• Continue with Research Notes and more
Thursday, January 31
• Mobile Lab to evaluate sources—Instructions given on Lawson’s Quia page
• The Office clip about Wicked-Wikipedia
Research: Website Evaluation
Friday, February 1
• Time to finish Mobile Lab activity
• Possible instruction on paraphrase, summary, plagiarism
DUE to snow days last week and this week, the following schedule will be adjusted.
Monday, February 4
• Mobile Lab to evaluate sources—Instructions given on Lawson’s Quia page
• The Office clip about Wicked-Wikipedia
Tuesday, February 5
• Time to finish Mobile Lab activity
• Mini Research Paper on Year-Round Schools
--Follow handout with directions
Wednesday, February 6
• Finish Research Notes
• Paraphrasing VS. Summarizing activity
--handout
• MLA Sample Research Paper to LABEL
Thursday, February 7
• Another sample MLA Research Paper to dissect and label—taken from past SOL Reading tests
Friday, February 8
• Mobile Lab time to finish Mini Research paper on Year-Round Schools
Monday, February 11
1. Finish Research and the Internet (video and notes)
2. New Persuasive Writing Prompt
Due Friday (mobile lab)
It has been said, “Failure is not the worst thing in the world. The very worst is not to try.” Do you agree or disagree with this statement? Take a position on this issue. Use reasons and specific examples to support your opinion.
--On test day, what will you do first?
--PAT the prompt
--Brainstorm SUPPORTING EVIDENCE
--Review 5 Paragraph Essay Format
Write Introduction Paragraph—due Tuesday, 2-12
Tuesday, February 12
--Introduction Paragraph Due
--Write Body Paragraphs 1-2 Classwork (HW if not finished)
Parallelism Instruction (Test Thursday)
--1/2 sheet to go along with Grammar Bytes PPT
--Exercises 1—11
Wednesday, February 13
--Body Paragraphs 1-2 DUE
----Write Body Paragraphs 3 and Conclusion, Classwork (HW if not finished)
--Parallelism on past SOL tests –with handout
Thursday, February 14
Parallelism Test
--Body Paragraph 3 and Conclusion Due
--Peer Edit
--If time, give students the directions and fill-in-the-blank note sheet about the Online SOL Writing Practice Tools
Friday, February 15
Mobile Lab—Entering essays into SOL Online Writing Practice Test Tools (later to copy and paste into Criterion.
Monday, February 18
• Review Parallelism with SOL Released Test questions
• Some students will be using the mobile lab to type Failure vs. Success Essay into the Online Writing SOL Practice Tool
• Some students will be using the mobile lab to type Failure vs. Success Essay into Criterion—editing and revising after first submission (Goal: to clean up paper until you receive a 4)
• Some students will be using Poquoson (online) to practice released SOL Writing EOC Multiple Choice questions
Tuesday, February 19
• Review Parallelism with “Test” copy
• Some students will be using the mobile lab to type Failure vs. Success Essay into the Online Writing SOL Practice Tool
• Some students will be using the mobile lab to type Failure vs. Success Essay into Criterion—editing and revising after first submission (Goal: to clean up paper until you receive a 4)
• Some students will be using Poquoson (online) to practice released SOL Writing EOC Multiple Choice questions
Wednesday, February 20
• Active Vs. Passive Voice Instruction and Practice
• Some students will be using the mobile lab to type Failure vs. Success Essay into the Online Writing SOL Practice Tool
• Some students will be using the mobile lab to type Failure vs. Success Essay into Criterion—editing and revising after first submission (Goal: to clean up paper until you receive a 4)
• Some students will be using Poquoson (online) to practice released SOL Writing EOC Multiple Choice questions
Thursday, February 21
• Active Vs. Passive Voice Review and Practice
• Test-Nav—Practicing the SOL Writing Multiple Choice Section as a group
Friday, February 22
• Finish Research Notes packet
• Review Research with released SOL section—“The Passenger Pigeon”
Monday, February 25
• Last day for entering Failure Vs. Success Essay in to Criterion and SOL Writing Practice Tool
Some students will be using Poquoson (online) to practice released SOL Writing EOC Multiple Choice questions
Tuesday, February 26
• Test-Nav—Practicing the SOL Writing Multiple Choice Section as a group
Wednesday, February 27
• Test-Nav—Practicing the SOL Writing Multiple Choice Section as a group—time to finish.
• Shifts in Tense
--instruction
--practice
Thursday, February 28
• Shifts in Tense Review
• Shifts in Number—instruction and practice
Friday, March 1
• Shifts in Tense Review
• Shifts in Number Review
• Shifts in POINT of VIEW instruction and practice
Monday, March 11 through Friday, March 15
• 6 Days Left until Writing SOL Test
• Finish Error Identification packet
• Active Vs. Passive Voice—Practice
• Illogical Shifts in Number—notes and practice
• Illogical Shifts in Person—notes and practice
• Illogical Shifts in Voice, Tense, #, and Person taken from past SOL tests
• Questions from past SOL tests dealing with elaboration and unnecessary repetition
• Pronoun Case/Agreement
• Who’s and Whose Review
If time, notes and practice with Apostrophes
--1/2 sheet
--Writer’s Inc. sheet
--Proofreading for Apostrophes: fix and find which rule applies to the correction
• Review apostrophes using questions from old SOL tests
• 2009 SOL Test (multiple choice)—to go through and mark up
• Finish 2009 SOL MC test
• Review Tips for Passing the Writing SOL test
Monday, March 18
• SOL Reminders and PROMPT analysis questions
• Finish going over 2009 SOL Multiple Choice
• Finish Grammar Evaluation #1
Tuesday, March 19
• SOL End of Course Writing Test Multiple Choice administered ONLINE
Wednesday, March 20
• SOL End of Course Writing Test Short Paper administered ONLINE
Thursday, March 21
• Shakespeare introduction—2 videos
--celebrities talking about importance of Shakespeare
--Shakespeare’s Life and Times
Friday, March 22
• Things You Already Know about Shakespeare
• Speak Like Shakespeare Crossword
Monday, March 25
• Shakespeare PPT and fill in the blank notes
Tuesday, March 26
• Finish Shakespeare PPT and fill in the blank notes
• Tragedy Notes—fill in the blank
• Listen to The Bee Gee’s “Tragedy”
What Shakespeare tragic elements?
Anticipation Guide for Julius Caesar
Wednesday, March 27
• Julius Caesar—Drive Thru Notes (Video Sparknotes) with fill in the blank note sheet
Thursday, March 28
Continue with Julius Caesar—BBC Animated Tales
Monday, April 8
• Finish Shakespeare Open-Notes (PPT) Quiz
• 2nd—Finish Drive-Thru Julius Caesar notes
• Monologue, Soliloquy, Aside notes—QUIZ Tuesday
• 2 videos on Julius Caesar
--Cliffnotes version
--BBC Animated Tales
Tuesday, April 9
• Monologue, Soliloquy, Aside —QUIZ
• Finish BBC Animated Tales
• Students have now seen 3 different adaptations of Julius Caesar—Compare and Contrast
• Project: Make own ADAPTATION of Julius Caesar (options: Facebook page for a character, Twitter Feeds, comic strip, one-act play)
Wednesday, April 10
• Time to work on Julius Caesar project
• Taming of the Shrew—Anticipation Guide and fill in character map. As the character map is being filled in, students will volunteer for play parts.
• If time, being Taming of the Shrew acting/reading/discussing
Thursday, April 11
• Taming of the Shrew acted out by students
--discuss role of stage directions
--Is this a monologue, soliloquy, or aside??
Friday, April 12
• Taming of the Shrew acted out by students
•
--discuss role of stage directions
--Is this a monologue, soliloquy, or aside??
Monday, April 15
• Finish reading adapted version of Julius Caesar
• Go back to summaries written 4-9-13 and fix, add to, etc.
• Taming of the Shrew—Anticipation Guide and fill in character map. As the character map is being filled in, students will volunteer for play parts.
Tuesday, April 16
• Taming of the Shrew acted out by students
--discuss role of stage directions
--Is this a monologue, soliloquy, or aside??
Wednesday, April 17
• Taming of the Shrew acted out by students
--discuss role of stage directions
--Is this a monologue, soliloquy, or aside??
Thursday, April 18
• Aside, Monologue, Soliloquy QUIZ
• Anachronisms—instruction, class competition (which row finds them all first)
• Begin watching Moonlighting episode #7 “Atomic Shakespeare”—a parody of Taming of the Shrew (50 min)
Friday, April 19
• Finish watching Taming of the Shrew
• Go back to anticipation guide…pick 2 to discuss in a written reflection
Monday, April 22
Tuesday, April 23
Wednesday, April 24
Thursday, April 25
Friday, April 26
Monday, April 29
Tuesday, April 30
Wednesday, May1
Thursday, May 2
Friday, May 3
Monday, May 6
Tuesday, May 7
Wednesday, May 8
Thursday, May 9
Friday, May 10
Monday, May 13
Tuesday, May 14
Wednesday, May 15
Thursday, May 16
Friday, May 17
Monday, May 20
Tuesday, May 21
Wednesday, May 22
Thursday, May 23
Friday, May 24
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