grahamenglish Mr. Graham
Fayette County High School English Teacher
http://www.fchstigers.com
 
TR 12 Teacher: Graylen Todd Graham
Course: 9th Grade Lit/Comp
Class Periods: 2nd, 3rd, 5th, 6th, & 7th 
Writing Resource: The Lively Art of Writing By Lucile Vaughan Payne  
Link to View Web Site in Memory of Bear (Boo Boo) Graham March 21, 1993 - May 11, 2002 http://www.angelfire.com/celeb2/graylen/index.html
Please see Student of the Week Web Site:
http://www.quia.com/pages/studentoftheweek.html

Please see Student Pictures from The Emmett Till Trail
http://www.quia.com/pages/emmetttilltrial.html

Note:
Heading of Papers:  Please put the following information on the top left-hand corner of all of your papers.  You will
loose five points for every incorrectly labeled paper.  Papers without names will not be graded.

Name 1st & last name
Period
Assignment
Date

Supply List:
3-Ring Binder
Paper
Dividers
Composition Book
Highlighters
Pencils
Pen (black or Blue ink only)
Plastic Bag

Order of the three ring binder with loose-leaf paper divided into the following sections:  Vocabulary, Class Notes, Writing, Reading Response, Grammar, and Literature. 


Week of:  01/23/03 - 02/20/03

Sub Notes Mrs. Cook 1/23/03 –02/20/03

Note: I have put together a folder for you of materials needed while I am gone.
1/24/03-1/27/03
Note: Teacher Grammar book is in the bottom right hand desk drawer.

Grammar Lesson Adjective, Adjective, and Noun Clauses 276- 280 Worksheets and Quiz
1. Adjective Clauses (Pages 452-54 in Grammar book plus worksheet)
2. Adverb Clauses (Pages 455-56 in Grammar book plus worksheet)
3. Noun Clauses (Pages 458-59 in Grammar book plus worksheet)
Compound/Complex 296-300 Worksheets and Quiz
Grammar Pages 320-21, 463-465, 481-82,
Grammar Pages Conjunctions
Coordinating 369-70, 603-604
Correlative 369-370
Subordinating, 456
To combine sentences, 320-321, 324-325
With compound subject 389
With Compound Verb 390
Note: What Grammar you were not able to get to can be done after the Research Presentations

Tuesday 01/28/03 Class will meet in the Media Center in order to complete their research 3x5 Source Cards, 4x6 Note Cards, and Charts

Wednesday 01/29/03 Class will meet in the Media Center in order to complete their research 3x5 Source Cards, 4x6 Note Cards, and Charts

Thursday 01/30/03 Class will meet in the Media Center in order to complete their research 3x5 Source Cards, 4x6 Note Cards, and Charts

Friday 01/31/03 Class will meet in TR 12 where teacher will check Source Cards, Note Cards, and Charts, and students will be working on their Research Rough Drafts, Work Cited, Paper Outline, and Speech Outline. Please check note cards and Source cards.

Note: Students must also complete a brochure for both countries while in the computer lab.

Monday 02/03/03 Class will meet in the Writing Lab Room 2213 to begin typing their Research Paper, their Work Cite, Paper Outline, and Speech Outline
Sub Notes Mrs. Cook 1/23/03 –02/20/03 Continued

Tuesday 02/04/03 Class is still meeting in the Writing Lab Room 2213 typing their Research Paper, their Work Cite, Paper Outline, and Speech Outline

Wednesday 02/05/03 Class is still meeting in the Writing Lab Room 2213 typing their Research Paper, their Work Cite, Paper Outline, and Speech Outline

Thursday 02/06/03 Class is still meeting in the Writing Lab Room 2213 typing their Research Paper, their Work Cite, Paper Outline, and Speech Outline

Friday 02/07/03 Class is still meeting in the Writing Lab Room 2213 finishing typing their Research Paper, their Work Cite, Paper Outline, and Speech Outline. Everything but their Speech Outline is due at the end of the period. Teacher will check whether or not students have completed their Speech Outline

Have students print two Speech Outlines; one for you and one for themselves to use during their presentations.

Note: Students must also complete a brochure for both countries while in the computer lab.

Please use Presentation Evaluation worksheets to grade students presentation. Students already have their Presentation Evaluation worksheets. They must turn them into you with their information already completed on it (e.g., name, subject: countries)

Monday 02/10/03 Students will begin Research Presentation with visual aid

Tuesday 02/11/03 Students will continue Research Presentation with visual aid

Wednesday 02/12/03 Students will complete Research Presentation with visual aid

Thursday 02/13/03
After finishing up Grammar work that was not done before the research project then break students up into groups of three and assign the Grammar Project from the list below. Please see Rubric or Ms. Titus if you have any questions. Give students two to three days to work on this project in class before beginning their scheduled Grammar Projects.

1. Comma Splice/ Run-On - A run-on sentence consists of two or more sentences separated by a comma or by no mark of punctuation. The former is known as a “comma splice” error.

2. Parallel Structure - Not in text. Items are parallel grammatically when they are expressed in the same grammatical form. See department members for assistance if needed.

3. Dangling Modifiers - A dangling modifier is a phrase or clause that does not clearly and sensibly modify a word in a sentence.

4. Adverbs - Adverbs are used to modify verbs,
   adjectives, or other adverbs. Adverbs modifing verbs
   typically answer the questions:  Where? When? How? To
   What Extent?

5. Colons -  A colon is used to mean “note what follows.” Semi-Colons - Semi colons are used primarily in compound sentences.

6. Dashes - A dash is used to indicate an abrupt break in thought or speech or an unfinished statement or question.

7. Quotation Marks - Use quotation marks to enclose a direct quotation.

Presenters must turn a complete assembled Grammar Package (may be held together with large paper clips) consisting of the following in this order:

1. Cover-sheet With the correct “Heading” See class Syllabus
2. Lesson Plan
3. Group Notes/ Overhead/ (Students must supply their own materials for this project) extra copies
4. Worksheets (graded by them) & an answer key.
5. Quiz with Answer Key
4-5 must be saved on a disk  and turned into the teacher


Note: Kids can use green Grammar Books in class while working on their projects. Also, have groups sign up for presentation dates.

Tuesday 2/18/03 Students will begin working on their Grammar Projects in class
Wednesday 2/19/03 Students will continue working on their Grammar Projects in class
Thursday 2/20/03 Students will finish working on their Grammar Projects in class
I will be back 02/24/03
Monday 02/24/03 Students will begin their Grammar Projects Presentation
Tuesday 02/2503 Students will continue their Grammar Projects Presentation
Wednesday 02/26/03 Students will either continue or finish up their Grammar Projects Presentation


Short Story Objectives

1. To identify first-person point of view
2. To identify details of motivation, characterization, and plot
3. To analyze the resolution of the story
4. To identify instances of dramatic, situation, and verbal irony
5. To identify images that create mood
6. To evaluate the reliability of the narrator
7. To analyze and respond to a critical opinion
8. To rewrite the beginning of the story from a different point of first-person point viewpoint
9. To write extensions of the story
10. To use structural clues to determine word meanings
******************************************************
Writing Prompt:
On Page 77 in the Literature Textbook, read Langston Hughes'"Thank You, M'am the answer the below questions.

1. The best way to learn about another culture is to what? After reading the story, what have you learned about the culture?
              a. Read its literature
          
2. Why did the author write (what was her/his
     motivation/purpose)? What was the author’s purpose for writing this particular story?
        a. To come to terms with who she/he is
        b. To get a sense of oneself
           
3. Why is it important for someone to want to tell their  
    own personal story even when they don’t really know
    who would want to listen to it? What was the  
    importance of you reading this particular story?
        a. The art of writing is the act of self-creation.
        b. In order for the world to know what is actually
           going on.
        c. Some people write for a sense of injustice.
        d. Maybe if someone could read their story then 
           maybe change could come
          
4. How does the author use language to reflect the 
    culture, place, and time period?
       a. Cultural Lens
       b. Language being used as a social function (e.g., 
          social economic status, or regional)
          1) dialect
          2) accent
          3) slang
******************************************************
Ninth-Grade Grammar Strand 
I.  Pronouns
    Carefully review types of pronouns on  pp. 346-347.

A.  Personal -  A personal pronoun refers to one of the 
    three possible ways of making statements -  first 
    person, second person, third person

B.  Reflexive - A reflexive pronoun refers to the “self”
    or “selves” form of the pronoun.

C.  Relative - A  relative  pronoun is used to introduce
    adjective clauses. 

D.  Interrogative - An Interrogative pronoun is used in
    questions.

E.  Demonstrative  - A demonstrative pronoun is used to
    point out a specific person, place, or thing.

F.  Indefinite   - A indefinite pronoun is used when not
    referring to a definite person, place, or thing.

1.    Complete exercise 5, p.348.
2.  Carefully study cases of pronouns,  p. 520.

G.  Possessive  - A possessive pronoun  is used when the
    pronoun shows ownership.

H.  Nominative - A nominative pronoun is used when the
    pronoun is a subject or predicate nominative.

I.   Objective - An objective pronoun is used when the
     pronoun is a direct object, indirect object, or
     object of the preposition.

1.  Read pp. 520 - 523.
2.      Complete exercises 4 and 5, pp. 522 - 523.
3.  Complete odd numbers for exercises 7 and 8, pp.
        524 - 525.
4.  Read p. 527.
5.  Complete exercise 11,  p. 528.

J.  Pronoun - Antecedent Agreement - The word to which a
    pronoun refers is called its antecedent.  A pronoun
    should agree with its antecedent in number and gender.

1.  Read pp. 489 - 491.
2.  Complete exercise 12,  p. 492.

II.   Verbs

A.  Tense - The time indicated by the form of the verb is
    called its tense.  There are six tenses.

1.  Read pp. 505 - 507.
2.  Complete exercise 7,  p. 507.

B.   Voice - A verb is in the active voice when it

     expresses an action performed by  its subject. A verb 
     is in passive voice when the action is performed upon 
     its subject.

1. Read and study pp. 508-509.
2. Complete exercise 8, p. 509.

III.   Verbals - The three types of verbals are
       participles, infinitives, and gerunds.  Participles
       are verbs used as adjectives.  Present participles
       consist of the plain form of the verb plus “ing.”
       Past participles usually consist of the plain form
       of the verb plus “d” or  “ed”. Other past
       participles are irregularly formed.

1. Read and study pp. 426-428.
2. Complete exercises 6, 7, and 8, p. 428-429.

A.   The Participle Phrase - The participle phrase consists
     of a participle and its related words.

1. Read and study pp. 429-430.
2. Complete exercise 9, p. 430.

B.  The Gerund - The gerund is a verb ending in “ing” used
    as a noun.

1. Read and study pp. 431-432.
2.  Complete exercises 10 and exercise 11, pp. 432-433.

C.  The Gerund Phrase - The gerund phrase consists of a
    gerund and its related words.

1. Read and study pp. 433-434.
2. Complete exercise 12, p. 434-435.

D.   The Infinitive - The infinitive is a verb, usually
     preceded by “to”, that can be used as a noun, an
     adjective, or an adverb.

1. Read and study p. 435.

E.   The Infinitive Phrase - The infinitive phrase of an
     infinitive together with its related words.

1. Read and study pp. 436-437, including the
        infinitive with the omitted “to.”

IV.   Adverbs - Adverbs are used to modify verbs,
      adjectives, or other adverbs. Adverbs modifing verbs
      typically answer the questions:  Where? When? How? To
      What Extent?

1. Read and study pp. 360-365.
2. Study forms of adverbs p. 365.
3. Write exercise 18, #s 1-5 and exercise 19, all 10.

V.  Complements

A.   Direct Objects - The direct object of the verb is a
     noun or pronoun that receives the action of the verb
     or shows the result of the action. It answers the
     question “what?” or “whom?” after an action verb.

1. Read and study p. 404.
2. Complete odd numbers only on exercise 21, p. 405.

B.   Indirect Object - The indirect object of the verb is a noun or a pronoun that precedes  the direct  object and usually tells to whom or for whom the action is done.

1. Read and study pp. 405-406.
2. Complete exercise 22,  pp. 406-407.

C.   Predicate Nominatives and Predicate Adjectives - A predicate nominative is a noun or a pronoun in the predicate that identifies the subject. A predicate adjective is an adjective in the predicate that modifies the subject.

1. Read and study pp. 402-403.
2. Complete exercise 19, p. 403.

D.   Diagram Predicate Nominatives and Predicate Adjectives.

1. Read and study diagrams pp. 407-410.
2.   Complete exercise 23,  p. 408.


E.   Diagram direct objects and indirect objects

1. Read and study diagrams pp. 409-410.
2. Complete exercise 24, p. 410.

VI.   Sentence Structure

A.  Diagram simple, compound, and complex, and compound-complex sentences.

1. Read and study diagrams pp. 463-465.
2. Diagram one original sentence for each of the four types listed above.
3. Read and study pp. 463-464.
4. Complete  exercise B, pp. 469-470;
5. Diagram exercises 11,12,13,15,and 16.

B.  Compound-Complex Sentence - A compound-complex sentence combines two or more independent clauses and at least one subordinate clause.

1. Study pages 465 (top)
2. Construct 5 compound/Complex sentences.

E.  Sentence Fragments - A fragment is a group of words that does not express a complete thought.

1. Read and study pp. 301-309.
2. Complete exercises 1 and 2, pp.  302-303. 

F.  Comma Splice/ Run-On - A run-on sentence consists of two or more sentences separated by a comma or by no mark of punctuation. The former is known as a “comma splice” error.

1. Read and study pp. 310-311.
2. Complete exercise 7, pp. 311-312.

G.  Parallel Structure - Not in text. Items are parallel grammatically when they are expressed in the same grammatical form. See department members for assistance if needed.

e.  Dangling Modifiers - A dangling modifier is a phrase or clause that does not clearly and sensibly modify a word in a sentence.

1. Read and study pp. 549-554.
2. Complete post-test review exercise, page 555.

VII.  Clauses

A.  Subordinate Clauses - A subordinate clause, also called a dependent clause, can be classified as and adjective , adverb, or a noun clause.

B.  Adjective Clauses - An adjective clause is used as an adjective to modify a noun or a pronoun.

1. Study pp. 452 - 454.
2. Complete  exercise 3, p. 455.

C.  Adverb Clauses - An adverb clause is a subordinate clause that modifies a verb, an adjective, or another adverb.

1. Study the list of subordinating conjunctions, p. 456.
2. Complete exercise 4, p. 457.

D.  Noun Clauses - The noun  clause is a subordinate clause used as a noun.

1. Read and study pp. 458 -459.
2. Complete exercise 1, p. 302 and exercise 2, p. 303,

VII   Punctuation
A.  Semi-Colons - Semi colons are used primarily in compound sentences.

1. Read and study pp.624-629.
2. Complete review exercise A, p. 629.

B.   Colons -  A colon is used to mean “note what follows.”

1. Read and study pp. 632-637.
2. Complete Post-test, p. 635, odd numbers only

C.    Dashes - A dash is used to indicate an abrupt break in thought or speech or an unfinished statement or question.

1. Read and study pp. 675-676.
2. Complete exercise 3, p. 676.

D.  Quotation Marks - Use quotation marks to enclose a direct quotation.

1. Read and study pp. 642-645.
2. Complete exercise 3, pp. 648-649.
























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