9R Lesson Plans 2019/2020
3/9
10 min: PSATq
15 min: Have them download google hangout and google chats on their cellphones.
20 min: Drama games
30 min: Dictate the words and have them get into groups of four and rewrite the prompts. Review together.
Have them write sentences, using the prompt as the basis of the context. For example (absolute, appositive, assurance):
"The captain, a sterling leader, his right hand on the parachute release, asked the assurance of his platoon before jumping into the clouds." Put the sentences forms on the board.
Study for the vocab test.
3/3
10 min: PSATq
15 min: Do exercise in vocab
20 min: Do VR
35 min: Put yin/yang symbol on board and read Friar's soliloquy
HW: Finish reading Act 2 and do questions
2/28
Take in EC
Tell 1st block about letter.
Do exercise in vocab and do acting game.
Continue reading. Try to get through 2.3
2/27
10 min: PSATq3
15 min: Exercise from unit 8
20 min: Read 1.5
40 min: Watch movie
2/24
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.
2/13
Drama game
Kahoot
Vocab test
2/11
Finish vocab exercises , write sentences with absolute and present participial, and do drama activity.
Continue reading R & J
2/10
Finish vocab exercises.
Write sentences with words and phrases.
Quick drama game.
Continue with R & J.
2/7
Do the exercises for unit 7.
Start Romeo and Juliet.
Finish 1.1
2/5
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.
1/30
10 min: PSATq1
Review iambic pentameter, unstressed stressed
15 min: Look at sonnet 18 and point out inversion and word play. Listen to song again.
20 min: Do exercise with Hebrew and giving directions. Look at first part of article together, and then put them in groups of four to read Shakespeare's Words, Sentences, Wordplay and Implied Stage Action.
20 min: First exercise in vocab book.
HW: VR exercise
1/28
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.
1/10
10 min: Return quizzes and do PSATq
15 min: Write sentences with adverbial clauses SC = if, although. Put on board and review.
20 min: Do exercises in Part B.
20 min: Vocab review. Collect.
25 min: Continue with Catcher analysis
1/8
Vocab review
Catcher quiz
Catcher analysis
1/6
10 min: PSATq
5 min: Ask them what they remember about adverbial clauses. Review.
20 min: Do unscrambling exercise. Do first one together.
20 min: Have them write two sentences with adverbial clauses, using "when" and "if"
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.
1/2
10 min: PSATq
15 min: Pronunciation game for 6.
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.
12/19
Hand back VT and have them do exercises for 6.
CRq4
Pronunciation game: 6
12/4
20 min: Reintroduce Erikson. Ask them what they remember. Have them make a chart in their notebooks and watch the video.
20 min: Quiz on Catcher 4-9.
20 min: Read and discuss sections referred to in quiz.
20 min: Another exercise from unit 5. Remind them about HW. They will be quizzed.
12/2
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.
11/21
Show HW
Kahoot
Test
11/19
10 min: PSATq9
10 min: Hand back intros. Have them take notes about the code. Review the format.
10 min: Vocab review
20 min: Finish the exercises in the vocab book.
20 min: Play Drama Game for Unit 4
15 min: Read Catcher. Have them take notes in the margin or in their notebook.
5 min: Lecture on Freud. Have them take notes.
11/17
Hand out books and get money from YOMs.
Assign HW.
20 min: Do the rest of the exercises.
20 min: Introduce Freud (ego, superego and id, oral and anal stages) and Erikson. Watch video and have record chart.
15 min: Read first pages together. Who? Where? Why? When? What is the tone of the narrator? (Reliable narrator)
11/14
Collect HW
10 min: PSATq7
10 min: Give them time to review next exercise and go over together.
5 min: Act out words from Part A
25 min: Give dictation on absolutes. Put on board and review.
20 min: Give them 10 minutes to write their own. Put on board and review. +2 s/v, +2 vocab,
+2 absolute, +2 appositive
10 min: Kennedy song?
11/12
10 min: Show them HW and PSATq6
2 min: Take in money for Catcher
20 min: Do first exercises in vocab book. (Give them time to review answers together.)
30 min: Introduce absolute phrases
20 min: Watch SI
11/6
10 min: PSATq 5
2 min: Review HW for Wednesday and weekend.
10 Play vocab game for unit 4. Assign HW for Thursday.
20 min: Look at questions and read key moments in the story:
10 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: Watch video version. Talk a little in advance about the difficulties in doing so.
11/4
10 min: Give them time to do exercises for unit 4.
15min: Hand back vocab tests and see if anyone can get back points.
1o min: Listen to "Society's Child" and review literary terms.
2o min: Look at "He Ain't Heavy" - ask for lit tool used in the title (diction)
10/28
Take in extra credit.
Check someone's previous vocab test to see if you've added the 2 points.
20 min: Drama game.
20 min: Kahoot.
40 min: VT3 - 6 sentences due on Wednesday.
10/22
10 min: PSATq4
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".
10/21
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 antecedents10/17
Introduce past/present participial phrases, V1, V2, V3
Show them HW.
Do kahoot.
Take vocab test. They can begin the HW once they've finished.
10/10
Take in intro paragraphs.
10 min: PSATq for a grade.
10 min: Finish exercise from part B.
20 min: Do drama exercise.
20 min: Have them write sentences with appositive and prepositional phrases. Put them on board and have students assess them.
20 min: Write November 22, 1963 on the board. What date is this? Who was JFK? What can you tell me about him? Watch JFK's inauguration after looking at questions.
10 min: PSAT q
10/9
Ask if there are any questions about the intro.
10 min: PSAT quiz. Review the procedure. No grade for today, but tomorrow's will be graded.
20 min: VT2 review. Model the format and they will interview each other in pairs. Remind them to listen!
30 min: Review exercises. Give them time to find s/v in the independent clause. Act out words if there's time.
10 min: Have them write a sentence with an appositive phrase and put them on board to grade.
10 min: Review HW for weekend.
10 min: Show them JFK inauguration speech.
10/7
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: Listen to the song again and review literary tools used: imagery (introduce types), metaphor, paradox.
20 min: Look at close reading of the opening from "The Necklace" here.
15 min: Read in textbook and find examples of imagery.
20 min: Do exercises on introductory paragraphs here.
20 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.
10/3
Aims: to introduce appositive phrases, to relate the song to the story.
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.)
45 min: Explain that each short story will be coupled with a song. What would you expect a song coupled with "The Necklace" to be about thematically? Identify possible themes: (the dangers of greed, the importance of gratitude) They will listen to the song twice: first time to fill in blanks, second, to answer questions. Once you've finished, ask how it relates to the story.
10/1
5 min: Review sign ups on turnitin.
10 min: Review pronunciation of new words. Play vocab game with words from unit 2.
15 min: Give them time to find s/v in second exercise. Review first two exercises.
20 min: Finish discussing "Checkouts"
20 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.
10 min: PSAT quiz.
9/25
Kahoot and vocabulary test, Review s/v and prepositional phrases as you do the kahoot.
20 min for test. 20 min for sentences. When they finish they can do the exercises for unit 2.
9/23
5 min: Review HW on website.
Block 1. Have each student stand and recite sentence. Ask them to identify specific words.
Block 2: Have them write sentence down and identify each of the parts of speech.
35 min: Finish "Completing the Sentence" and 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.
9/19
15 min: Begin with sentence. Have them write it down, label each of the parts of speech and hand it in. When they are finished, have each person stand up and recite it.
20 min: Review HW. Model how to do the activity and put them in pairs to do it. Ask for any interesting answers they heard (not said.)
20 min: Give them time to find s/v and CCs in 2nd paragraph and review together.
35: Begin reading "Checkouts". Put the word on the board and elicit possible meanings. Read together and look for literary tools.
HW for the weekend.
9/17
Aims: to practice finding the subject/verb, to understand literature in terms of the writer's meaning and how he makes it, to understand the question of identity and how we form them.
Tell them they will recite the sentence in the next lesson.
turnitin.com: Make sure everyone knows how to sign up.
25 min: Give them time to finish first exercise and review together. Look at VR together and assign it for HW.
20 min: Hand back quizzes and review answers. Make sure they understand how to check their answers. Encourage them to argue for the validity of their answers.
15 min: Hand back SR assignment and review code and comments. Emphasize how they needed to show how the conflict led to identity.
15 min: Write "who am I?" on the board: I am an American, a Jew, a teacher, a person with a certain political agenda, a son, a brother, an uncle, a friend. Who are you? How would Ruth and James identify themselves?
9/13
Do Now: Write the sentence below on the board and have students determine the s and v in the independent clause, as well as the prepositional phrase:
She quickly assembled the blue bike after she had read the instructions in the package carefully.
S + V in the
Independent
Dependent
Transitive
Intransitive
10 min: Review extra credit for Tuesday and look at HW for today. Have students write the sentences on board and have them identify s and v and pps.
10 min: Finish whatever sentences not dictated the last lesson. Write on board and identify s/v and prepositional phrases. Review HW together.
15 min: Give them time to find s/v and cc and continue up to #15.
15 min: Have them write a sentence with a pp and a vocab word on the test. Put on board and assess for up to 6 points.
25 min: Discuss "identity": How do you determine who you are? I am a male, an American, a Jew, a Christian, a New Yorker, a brother, a son. Do the same thing for James and Ruth. Hand back SR assignment, and quizzes. Read passages connected to assignment: opening, stepfather's death, chicken man.
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. 9/5
Phones in pouch, seating
Homework, website
Policy sheet
9/11
Aims: To introduce vocabulary exercise habits, identifying the subject/verb and context clues, practice pronunciation and introduce prepositional phrases.
Block 1 - retake quiz
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.
40 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
HW: Do exercises on prepositional phrases
9/9
Aims: 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 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.
15 min - Take TCoW quiz. Introduce with Heraclitus "Character is destiny"
10 min - Finish Policy Sheet and explain turnitin.com assignment.
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)