We will connect at class time to become familiar with Google Meet. Students will also receive their first Words Within Words (WWW) lesson to put on the WWW Notes Sheet you were given on Friday.
Google Meet begins at 10:15.
We are going to practice using Google Meet and then log in to all the tools students will need if we needed to switch to remote learning: Edulastic, Savvas (our English book), Apple Classroom and Read Theory. We will also open a Google Doc and I will demonstrate my expectations for any assignment submitted via Docs.
We will go over what plagiarism is and how to avoid making this error.
We will begin taking notes on nonfiction terms. The first quiz over these turns will be either late next week or early the next week. The first quiz will be matching the terms to their definitions. The second quiz will be later in the quarter and it will ask students to apply the terms to examples.
We're reading "The Carnivorous Plant Exhibit" and doing some reading comprehension questions. This is the first time I'll get to see students in action. We'll also do a quick review of WWW Lesson 1 and finish up the nonfiction notes we started yesterday.
Words Within Words quiz #1 (5 word parts)
We'll look at examples of the nonfiction terms.
If time allows, I'll introduce the MEL-Con graphic organizer to teach students how to structure paragraphs here at the high school. Students will use this paragraph structure in science and history classes as well as English.
No class today! Have a great Labor Day!
We will take notes for Words Within Words Lesson 2.
Students will be introduced to the MEL-Con paragraph structure. This is an acronym and graphic organizer that we use here at the high school. Students will be expected to write MEL-Con paragraphs in English, Science and History.
Students will login to our new reading series online from the Savvas Realize app on their iPads. Students are to read "Music for My Mother" as homework for tomorrow. Listening to the audiobook is acceptable, but if the content doesn't stick, read it with your eyes.
Students will practice the MEL-Con format by looking at a flawed paragraph and then scoring one themselves.
We will launch into the first unit in the book: "American Voices." Students will be asked to discuss and then summarize the brief story they read last night. Another question we will address is, "How does music both bring cultures together and keep them apart?"
We will review WWW 2 for the quiz tomorrow.
We will use Quizlet.live to review the nonfiction terms and definitions. This quiz will be September 15th.
We will do our first reading of Anna Quindlen's essay entitled, "A Quilt of a Country." Students may be assigned the comprehension questions for homework. The assignment will be on Google Classroom if it is assigned.
Words Within Words quiz #2 (10 word parts)
After discussing first impressions of the essay, we will do a close read of the story and analyze both construction and meaning.
We may review nonfiction terms if time allows.
Assignments will be on Google Classroom. Students are to add the 3rd lesson of Words Within Words to their blue notes sheet. They are to do questions 1-5 of the Comprehension Check for the story, "A Quilt of a Country." Students may do the questions in their paper copy of the book. Then they should snap a picture and email it to me. (angela.carter@franklinlocalschools.org)
Students will take the Nonfiction Terms Assessment.
We will review the MEL-Con structure and students will get their first MEL-Con assignment. This paragraph will be due on Thursday, September 17th.
We'll go over the graded "Quilt of a Country" Comprehension Check questions.
We'll be close reading the story again, and then using the story to learn about purpose and rhetoric.
MEL-Con paragraphs are due!
We'll go over the rhetoric practice exercise they did yesterday, and then we'll do an assessment over the purpose and rhetoric. This assessment is one that can be retaken, but getting 100% the first time is always a good thing. :)
Words Within Words quiz #3 (15 word parts)
We will continue our work and discussion of "Quilt of a Country."
Meet with Miss Carter via Google Meet. A link will be sent to each student a few minutes before the Meet. Students can also join the Meet by clicking the little green camera circle on our Google Classroom page.
Students will take notes on WWW 4.
The work I left for students to complete was not completed by all students. I also have many missing MEL-Con paragraphs. I decided to use today for students to get caught up before interim reports are printed and mailed on Friday.
5 minute review of WWW 4
Talk about returned, graded MEL-Cons.
Close read "A Quilt of Country" and do the first exercise about purpose and rhetoric.
Review WWW 4 with Kahoot.it!
Students will complete a second Purpose and Rhetoric exercise and then we will go over it in class.
If any time remains we will do a few AIR Test practice questions over the story we reread yesterday.
Mr. Davidson will be here for Miss Carter.
Review for WWW 4
Purpose and Rhetoric Exercise/Quiz (Call it whatever, but I'm taking a grade on it.)
After the quiz, students need to do the capitalization exercise that will be waiting for them in Google Classroom.
WWW 4 Quiz
Review "A Quilt of a Country" and then take the 6 question wrap-up mini quiz.
WWW Lesson 5
Read the Leveled Text of "The Immigrant Contribution" by JFK, and do the Comprehension Check questions.
Practice WWW Lessons 1-5
Go over the "A Quilt of a Country" assessment that students took on Friday. Scores were low and we're going to chalk this one up to practice.
Go over capitalization exercise that was assigned on Thursday.
Practice WWW Lessons 1-5
Review Purpose and Rhetoric with the assessment that was taken last Thursday. Retakes of this assessment my be taken anytime before October 9th.
Capitalization Assessment
Practice WWW Lessons 1-5
Read the text, "The Immigrant Contribution" by JFK.
Assign "Analyze the Text" questions 1-3.
WWW 5 Assessment
Go over graded capitalization quiz.
Go over the "Analyze Craft and Structure Questions: Purpose and Persuasion" exercise together.
Reading Informative Texts
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Language
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Writing
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Reading
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.