Embedded Files
3/12
PSATq6
Review vocab test
pronunciation game
3/4
10 min: PSATq
15 min: Do exercise in vocab
20 min: Do VR
25: Point out key dialogue in scenes for HW and watch movie.
3/2
15 min: Collect extra credit and go over vocab exercise. Do VR in pairs.
Continue reading in R & J.
2/26
10 min: Finish reading last scene of Act 1.
Watch the movie up through their meeting.
2/25
10 min: PSATq2
10 min: Pass out tests for unit 7 and review
10 min: Pronunciation game for unit 8.
10 min: Do first exercise
40 min: Get to end of Act 1. Review what's happened so far: characters/themes. Point out Juliet's lines at end of I.iii: "It is an honor that I dream not of." (I.iii.66) and "I'll look to like, if looking liking move inversion; but no more will I endart mine eye than your consent gives strength to make it fly." (I.iii.97-99)
HW: Memorize the line for Friday or do a drawing of the Queen Mab speech.
2/12
20 min: Review unfinished exercises and write sentences with vocab.
60 min: Continue reading in R & J
2/4
15 min: Do the first exercise in unit 7.
15 min: Do VR exercise.
10 min: Review topics in reading Shakespeare.
40: Start with prologue/first scene in R and J.
1/29
Return vocab tests.
10 min: Return midterms and give them 10 minutes to review and ask questions.
No extra help today.
HW: Do the exercises for unit 7.
15 min: Review pronouncing words in unit 7. Play pronunciation game.
10 min: Write "Shakespeare"on the board and give them 2 minutes to write down anything they associate with that name. Put their results on the board and have them write it all down.
25 min: Tell them we will be reading The Tragedy of Romeo and Juliet and have them write down the following terms:
verse, iambic pentameter, prose, blank verse, rhyming verse, sonnet, song
Explain the terms and show examples. Demonstrate and ask for volunteers for the next three:
"But soft what light through yonder window breaks"
"To be or not to be; that is the question."
"I all alone beweep my outcast state."
"Shall I compare thee to a summer's day"
20 min: Look at sonnet and listen to song.1/17
VT6 review
Grade adjustments - let them know. Have them check renweb and be in touch with any issues.
Kahoot midterm.
1/15
VT6
1/13
PSATq12
Write one sentence using "superfluous", an appositive phrase with whom, and an adverbial clause with the subordinating conjunction "when"
Vocab review
Drama exercise
Show them the format for the exam
Do the Kahoot
1/8
Write sentences using adverbial clauses.
Show them HW and extra credit.
Read key passaages from Catcher.
1/7
10 min: PSAT q then turn over paper and write down the history behind the Iran conflict.
20 min: Do the first exercises in the vocab book.
20 min: Unscrambling exercise
20 min: Write sentences with word from part A, adverbial clause and appositive phrase with "whom"
30 min: Review themes and symbols in Catcher. Put themes on board: the pain of alienation, the loss of innocence, the price of grief; and in pairs, have them find references to the symbols: the hat, the carousel, the ducks in central park, the museum, the catcher in the rye.
1/3
10 min: PSATq
15 min: HW for Monday is the exercises for 6 and finish Catcher. Give them 15 min to start HW.
30 min: Adverbial clauses
Step 1 – Write on board:
Because its primary reason for existence was government, Maycomb was spared the grubbiness that distinguished most Alabama towns its size.
Harper Lee, To Kill a Mockingbird
Step 2 – Explain Adverbial Clauses – sentence parts which tell us more about the rest of the sentence in which they appear. Like adverbs, they usually tell why, how, when, or under what condition something was done. Most begin with the words after, if, because, although, when, as before, until, for or since (subordinators)
Step 3 – Dictate:
He ate while his blanket, still damp, steamed in front of the fire. Hal Borland, When the Legends Die
A pile of silver coins grew at the door flap when a baby dies, because a baby must be well buried, since it has had nothing else of life. (3 closers) John Steinbeck, The Grapes of Wrath
Uncle Hammer, as he had every day since he had arrived, wore sharply creased pants, a vest over a snow-white shirt, and shoes that shone like midnight. Mildred D. Taylor, Roll of Thunder, Hear My Cry
I was just fourteen years of age when a coward going by the name of Tom Chaney shot my father down in Fort Smith, Arkansas, and robbed him of his life and his horse and $150 in cash money plus two California gold pieces that he carried in his trouser band. Charles Portis, True Grit
Step 4 - When all the sentences have been dictated, have 4 volunteers transcribe them on the board. When reviewing, don’t forget to ask about: punctuation, sentence position, difficult vocabulary, guesses about antecedents.
10 min: Start reading chapter 23 together.
12/11
Show them HW/Extra Credit. Have them write a sentence and have a few put theirs on the board. Evaluate.
Play drama game.
Take quiz on CR.
Kubler-Ross Stages of Grief - show and watch video.
12/9
Write sentences using who/whose/whom
Quiz on chapters.
Read in the book.
12/5
who/whom
Read from novel
11/3
Go over reading schedule.
20 min: Read and review up to chapter 5
20 min: Give them time to do exercises for Unit 5 and review first exercise.
20 min: Look at unscrambling exercise for relative clauses. Do the example together.
20 min: Extended reading in Catcher.
11/25
10 min: Hand back tests. Have students who lost points on sentences write theirs on board.
Review together.
15 min: Do pronunciation game for Unit 5.
25 min: Relative clauses - introduce.
25 min: Read scene 2 in Catcher.
11/21
Pass back essays and go over code/notes.
Kahoot
Vocab test
11/19
10 min: PSATq8
15 min: Finish V4 exercises.
15 min: Drama game on VT4
15 min: Practice writing sentences.
25 min: Read first chapters in Catcher
11/17
10 min: PSATq8
10 min: Do exercises in vocab book.
10 min: Look at Frost poem; explain rhyme scheme and LAST: Read poem once and determine rhyme scheme. Read again and analyze according to LAST. Focus on lit tools first.
20 min: Explain Freud and theories of development.
11/13
10 min: PSATq6
5 min: Take in money for Catcher and have them go over Part A.
20 min: Do first exercises in vocab book.
30 min: Introduce absolute phrases.
11/7
10 min: Words for unit 4 game.
25 min: Essay for Tuesday: MEAL paragraph. Look at website and chart the works, themes and lit tools, asking the question: How does the writer use the tool to comment/illustrate/explore the theme?
Lit Tools Common Themes
"The Necklace"
"Everything That Glitters"
"American History"
"Society's Child"
"The Scarlet Ibis"
"He Ain't Heavy"
20 min: Watch "The Scarlet Ibis"
11/5
PSATq 5
Play vocab game for unit 4. Assign HW for Thursday.
5 min: Go over some possible common themes between the song and the story:
"the brotherhood of man"
Have them come up with one more on their own. Possible answers:
"the dangers of pride"
"the importance of compassion"
20 min: Look at questions and read key moments in the story:
20 min: Watch video version. Talk a little in advance about the difficulties in doing so.
11/1
10 min: Hand out vocab tests and review.
10 min: "Am I my brother's keeper?" - who says it? literal and figurative meanings. Use of the word "brother" - What is a brother? When do people use this term?
20 min: Have them try to fill in the blanks before they listen. Listen to the song and review the answers. Try to cull some possible themes from the song. "the brotherhood of man" "the importance of compassion"
30 min: Look at story and begin reading. Ask questions about word meanings.
10/29
Introduce absolute phrases.
Do Kahoot.
Take test.
Listen to "Society's Child"
10/25
15 min: Have students write some sentences on the board. Evaluate: up to 10 points. Review the point system.
15 min: In pairs, they will do the vocab review. Model and tell them to listen to their partner's answers.
20 min: Do drama exercise.
22 min: Review common themes of AH and SC and listen to the song again and answer questions.
10/22
10 min: Pass out quizzes and have them turn them over to take new quiz. Look at HW for Friday.
20 min: Do another exercise in the vocab book.
30 min: Look at questions for "American History". Read passages connected to each question.
20 min: Listen to "Society's Child".
10/18
10 min: Pass back vocabulary tests and have them argue for points.
10 min: PSAT quiz: Students will number their paper. Ask: what’s number one? What’s number two? How do we solve this one? Identify certain words and have them tell you the part of speech. (White board, computer)
10 min: Play pronunciation game on unit 3. Review pronunciation together and compete. Ask before they take their turn whether they have any questions about pronouncing specific words
20 min: Give them time to find the subject and verb in first exercise and review the first ten.
30 min: Participial phrases: Review the phrases we’ve learned so far: prepositional, appositive.
Ask them what they remember about participial phrases from Thursday : past, present, V1, V2, V3
Step 1 - Write on board:
Sitting up in bed eating breakfast, we could see the lake and the mountains across the lake on the French side.
Ernest Hemingway, A Farewell to Arms
Step 2 - Explain participial phrases: Participles describe nouns or pronouns. Present participles end in ‘ing’, past participles usually end in ‘ed’. (Explain V1, V2, V3) How might we un-combine the above sentence?
Step 3 - Dictate: (Call their attention to its position in the sentence)
Her hair, braided and wrapped around her head, made an ash-blonde crown.
John Steinbeck, The Grapes of Wrath
Standing there in the middle of the street, Marty suddenly thought of Halloween, of the winter and snowballs, of the schoolyard. Murray Heyert, “The New Kid”
The child, relinquished by the nurse, rushed across the room and rooted shyly in her mother’s dress.”
F. Scott Fitzgerald, The Great Gatsby
He walked to the corner of the lot, then back again, studying the simple terrain as if deciding how best to effect an entry, frowning and scratching his head. Harper Lee, To Kill a Mockingbird
Step 4 - When all the sentences have been dictated, have 4 volunteers transcribe them on the board. When reviewing, don’t forget to ask about: punctuation, sentence position, difficult vocabulary, guesses about antecedents
10/15
Kahoot on unit 2. Be sure to point out participial phrases.
Take test.
They can start their HW when they've finished.
10/10
PSAT quiz 1
Drama game and finish reviewing exercises.
10/8
Aims: to learn the format for an introductory paragraph, to find common themes between two works of literature, to practice vocabulary and appositive phrases.
5 min: Tell them about assignment and have them identify common themes: the importance of gratitude, the dangers of greed, the difference between appearance and reality
20 min: Look at close reading of the opening from "The Necklace" here.
15 min: Read in textbook and find examples of imagery.
10 min: Have them read the lyrics and guess possible answers. Listen to the song and review literary tools used: imagery (introduce types), metaphor, paradox.
20 min: Do exercises on introductory paragraphs here.
15 min: Do first exercises for B in Unit 2 and if there's time, have them write a sentence with a word and an appositive phrase.
10/4
5 min: Begin by reviewing the cases from previous class.
25 min: Do three more.
Appositive phrases
5 min: Write on board:
A balding, smooth-faced man, he could have been anywhere between forty and sixty.
Harper Lee – To Kill a Mockingbird
Explain appositive phrases (noun phrases that identify adjacent nouns or pronouns) and identify in the sentence.
15 min: Dictate: (Call their attention to its position in the sentence)
1. One of eleven brothers and sisters, Harriet was a moody, willful child.
Langston Hughes “Road to Freedom”
2. A short, round boy of seven, he took little interest in troublesome things, preferring to remain on good terms with everyone.
Mildred D. Taylor, Roll of Thunder, Hear My Cry
3. Poppa, a good, quiet man, spent the last hours before our parting moving aimlessly about the yard, keeping to himself and avoiding
me.
Gordon Sparks, “My Mother’s Dreams for Me”
4. Hour after hour he stood there, silent, motionless, a shadow carved in ebony and moonlight.
James V. Marshall, Walkabout
15 min: When all the sentences have been dictated, have 4 volunteers transcribe them on the board. (When reviewing, don’t forget to ask about: punctuation, sentence position, difficult vocabulary, guesses about antecedents.)
10/2
5 min: Begin by reviewing the cases from previous class.
25 min: Do three more.
15 min: Do pronunciation game.
20 min: Do first exercises in textbook.
15 min: Look at "The Necklace" page and discuss what makes a woman "beautiful". Is it different than what makes a man "handsome"? Why two different words? Is Mme. Loisel "beautiful"? What is the story about? What is it trying to say? Look at questions and ask them what they wrote.
9/30
10 min: Hand back VT1 and have them defend their answers.
30 min: min: Give them time to review their presentations. Have each group write the name of their case on a piece of paper and draw to see who goes first. Do 3 presentations. Three on Wednesday and three on Friday.
30 min: Remind them about genres. Introduce short stories as a genre. How is it different from other genres? Read "Checkouts".
10 min: PSAT quiz. Explain and do.
9/24
5 min: Review HW on website.
20 min: Finish "Completing the Sentence" and do prompt exercise. Explain how you must not read the prompt. Memorize it, then ask. remind them to LISTEN - you will be asking what their partners said.
35 min: Play drama game. Explain the point of the game, the seriousness with which they should approach it. Two teams - I will say the word and the first to raise her hand and say the sentence (as I did) gets a point.
15 min: Explain that we will begin reading some short stories. Write "Checkouts" on the board and elicit responses. List "types" of boys: jocks, geeks, etc...
30 min: Distribute books and read story to/with them. Identify lit tools as you go along and theme.
9/18
Work on projects in the computer room.
9/16
40 min: Tell them about Landmark SC project. We will meet in the CR on Wednesday and Friday.
30 min: Continue with exercises in the vocab book, identifying S/V, CCs and prep phrases.
10 min: Have them write a sentence with a prep phrase and one of the words from unit 1.
9/12
Objectives: To introduce vocabulary exercise habits, identifying the subject/verb and context clues, practice pronunciation and introduce prepositional phrases.
5 min: review HW for the weekend and answer any questions.
10 min: Play pronunciation game
30 min: Model how to label s/v and cc with first few sentences. Give them 10 min to try it on their own and review together.
25 min: Introduce prepositional phrases.
Write on board:
With a quick guilty hand, she covered the tear, her shoulders bunching to hide her face
- Zenna Henderson, The Believing Child
Identify s/v and phrases and write definition: Prepositional phrases connect a noun or pronoun to the rest of the sentence.
Dictate sentences. When all the sentences have been dictated, have 4 volunteers transcribe them on the board. When reviewing, don’t forget to ask about: punctuation, sentence position, difficult vocabulary, guesses about antecedents.
Step 1 - Write on board:
With a quick, guilty hand, she covered the tear, her shoulders bunching to hide her face.
Zenna Henderson, The Believing Child
Dictate: (Call their attention to its position in the sentence)
1. All children, except one, grow up. J.M. Barrie , Peter Pan
2. At half-past six on a Friday evening in January, Lincoln International Airport was functioning, with difficulty. Arthur Hailey, Airport
3. He groped out for me with both of his own arms, like a drowning man, and began to sob against my stomach. Stephen King, “The Mouse on the Mile”
4. The sea is high again today, with a thrilling flush of wind. Lawrence Durrell, Justine
10 min: Do exercise on prepositional phrases in class.
10 min - Do a PSAT question of the day. What are you supposed to do? Explain how we will do this a lot. Identify the subject and the verb. Identify parts of speech. Answer.
9/10
Objectives: to set the right tone, to introduce class routines, to introduce the parts of speech, to introduce the idea of function in parts of speech
10 min - Take in remaining Summer Reading HW. Return what you've graded. Explain the grading scale and ask them for questions about written comments. Write "Code" and "Comments" on board and list.
25 min - Before: read passage on xix. Take TCoW quiz. Introduce with Heraclitus "Character is destiny". When they finish the MC section, they should write a response to the passage on xix. How do Ruth's answers in the passage reflect her way of moving through the world?
20 min - Parts of Speech: list on board with function. Have them write it down. Write the sentence they need to memorize by Friday and review the parts of speech.
Egads! The evil teacher assigns us work daily and expects it on his desk
by eight the next morning!
20 min - Hand out vocab and have them read the passage. Identify the bolded words as either having a positive (+) a negative (--) or a neutral (N) connotation (explain connotation)
If there is time, do the pronunciation activity for unit 1 words.
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