"Work for the Week" 2010-2011 

 Last updated on Monday January 01, 2018

Any work "in the future" is tentative based on circumstances that may be beyond my control. Do not "go ahead a week or two" in the work on this page!  This page is updated weekly.

English 10R Humanities Block

FIRST QUARTER:        WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN

 

Second Quarter:  WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN  
Third Quarter Week:       WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE  
Fourth Quarter:  WEEK ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE   

 

 

 

 

 

 

 

FIRST QUARTER:

 

 

 

WEEK ONE   

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, is a description Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements as a supplement to classroom instruction.  Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated: Standard:1 Standard 2 Standard 3 Standard 4
  off  
Sept. 7

English Extra Help is Available every Thursday in 1102 145-3pm with Mrs. Renna and by appointment with me!

Periods 1 and 3  

Welcome Back! Topics-- Agenda's, Seating, Lockers, Class Rules (reminders), What's up withThe Website and Assignment Numbers, Grading, About Me, Notebook, Curriculum, Participation and earning points,  Assigned Seats/ Seating Chart set up next week About You.

Humanities Block Advantage: because we meet for two periods every other day, The second period will often be partially available for you to complete assignments you were not able to complete the previous day-- you are responsible to complete the assignments listed each week according to their due date.  Where no due date is indicated, it is due the same day but may be completed for HW. The repeated use of the phrase, "I'll work on it at home" results in a lower participation grade.

You are responsible to copy the following assignments into your notebook with the date and check them off as you complete them. If you are absent on the first day of the week you may print out the work for the week and bring it with you, otherwise, you are expected to copy the your week's assignments in class.

Arriving on time, and being prepared go a long way to earning participation credit!

On a separate sheet of paper answer the questions About You  (1.1 Check as done r) and place it on my desk.

Per 2 HB A--  You may work together to answer the following

Why do we need to study English?  How can it help us?

On a separate sheet of paper  "Why We Read" (1.2 Check as done r

On that same paper answer "What's Missing?" (1.3 Check as done r)  be prepared to turn in or answer at end of class.

 

 

See hard copy of lesson plans for this week.
8

English Extra Help is Available every Thursday in 1102 145-3pm with Mrs. Renna and by appointment with me!

Periods 1 and 3  

"Do now" as assigned in class first few minutes in the writing section of your notebook-- "What event in school most shaped your attitude to school? How old were you?"

Review notes on setting Smart Goals -- Create three S.M.A.R.T. goals for yourself (first for this quarter, second for the year, and lastly for after graduation) and explain how each of them are S.M.A.R.T.  -- be prepared to share them with the class Tuesday (1.4 Check as done r)

Per 2 HB B--  You may work together to answer the following

Why do we need to study English?  How can it help us?

On a separate sheet of paper  "Why We Read" (1.2 Check as done r

On that same paper answer "What's Missing?" (1.3 Check as done r) be prepared to turn in or answer at end of class.

 

 

 
  off
  off

 

 BACK TO TOP

WEEK TWO   

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, is a description Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements as a supplement to classroom instruction.  Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated: Standard:1 Standard 2 Standard 3 Standard 4
Sept. 13

English Extra Help is Available every Thursday in 1102 145-3pm with Mrs. Renna and by appointment with me!

Do Now: You are responsible to copy the following assignments into your notebook with the date and check them off as you complete them.

Review Notebook Guidelines. And be sure to bring your Participation Tickets!

Did you know that the 10 R TEXTBOOK is available under  Additional information at dropthemouse.com and above!

Literary Poster Assignment (2.1 Check as done r). 

Begin Literature Unit.

Paraphrase notes on Romanticism see page 749 in text and review Characterization see page 757in text.  

Begin reading log for Faust (758-770) and keep Character notes on Faust, The Lord and Mephistopheles  (2.2 Check as done r).

Reminder-- be prepared to turn in/ share your smart goals Tuesday!

HB A day   Faust
 
See hard copy of lesson plans for this week.
14Elements of Literature World Literature "Do now" as assigned in class first few minutes "Would you make a deal with Mephistopheles?"

Smart goals are due!

Continue Faust

Work in pairs or threes to complete answer questions 1-8 page 770 in reading log-- employ complete sentences-- for Friday (2.3 Check as done r). 

HB B day   Faust
15

English Extra Help is Available every Thursday in 1102 145-3pm with Mrs. Renna and by appointment with me!

"Do now" as assigned in class first few minutes "What deal with Mephistopheles would you make?"


Faust Prepare for Surprise Notebook Test work on literary poster.

HB A day  Faust  Prepare for Surprise Notebook Test work on literary poster.
 
16

English Extra Help is available every Thursday in 1102 145-3pm with Mrs. Renna and by appointment with me!

Complete work on Faust.

"Do now" as assigned in class first few minutes "What stories are from the Brothers Grimm that you know?"

Faust and The Frog King  Read or listen (mp3) to The Frog King (15min) and compare and contrast the conversations from Faust with the princess and the frog in a Venn Diagram. (2.4 Check as done r). 

 

HB B day Faust and The Frog King 
 
17

English Extra Help is Available every Thursday in 1102 145-3pm with Mrs. Renna and by Appointment with me!

Surprise Notebook Test and redeem your tickets!  

Literary Poster Assignment due Monday.

HW Bring ID cards next week to pick up Julius Caesar.

HB A day Faust and The Frog King

BACK TO TOP

WEEK THREE   

Date

 

This section weekly posted website, besides being a tool for parents and students, is a description Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated: Standard:1 Standard 2 Standard 3 Standard 4
Sept 20 Do now:  What are the five w's?

Literary Poster Assignment due.

Meet in class then we pick up Julius Caesar. periods 1 and 2.  Bring this book every day.

Strategic Instruction Model, or SIM  Review the tower diagram.   

Reminder:  English Extra Help is available every Thursday in 1102 (Computer Lab) 145-3pm with Mrs. Renna and by appointment (so I cam prepare) with me!

HB B day  Strategic Instruction Model, or SIM   (T and O of tower review take notes as needed) Complete  All of Unit 6.  distributed in class. Do you get it?  or  ??? let me see!

 

 

Standard 2 Standard 3

21 Do now:  In writing what does TOWER stand for?

Select parts on board.

Begin a reading log with notes on the play, Julius Caesar  .-- keep your reading log for midterm review according to act and scene.

HB A HB B day  Strategic Instruction Model, or SIM   (T and O of tower review take notes as needed) Complete  All of Unit 6.  distributed in class.       Do you get it?  or  ??? let me see!
Standard:1 Standard 2 Standard 3
22 Do now: Use the 5W's to "T" think about the topic of flattery.

Select parts on board and reading Julius Caesar     Modern translation here

HB B day  Strategic Instruction Model, or SIM   "W"  blank tower diagram provided   Do you get it?  or  ??? let me see!

 

Standard 2 Standard 3
23 Do now: We did the "T" now  do the  "O" and code your response to yesterday's do now.

Select parts on board. Reading Julius Caesar

HB A HB B day  Strategic Instruction Model, or SIM    "W" blank tower diagram provided  Do you get it?  or  ??? let me see!

 

Standard 2 Standard 3
24 Do now: We did the "T"  and "O"  now  do the "W"  and write it in the blank tower diagram provided. You may work with a partner to complete the do now.

Select parts on board. Reading Julius Caesar

Open house next Tuesday!  Your parents follow your a day schedule.

HB B day  Strategic Instruction Model, or SIM   GRABBERS    Do you get it?  or  ??? let me see!
Standard 2 Standard 3

Standard 4

 

BACK TO TOP

WEEK FOUR

   

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, is a description Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements as a supplement to classroom instruction. 
Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated: Standard:1 Standard 2 Standard 3 Standard 4
Sept. 27

Do now:  What determines your future more, your action or inaction?

Vocabulary List One--  Here   Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence.  For an additional 10points prepare index cards with a word on one side and the definition on the other side to study from for the quiz on Friday.  You will be read the words that you will spell (4pts), define (4pts) and use correctly in a sentence (2 pts). 

HB A   day  Strategic Instruction Model, or SIM    GRABBERS  Do you get it?  or  ??? let me see!

 
Standard:1  
28

Do now: How many symbols for night time can you list?

Open house tonight!  Your parents follow your “A” day schedule.  

Continue reading Julius Caesar as a class.  Work on study guide for Act 1 in groups of three or pairs. 

HB B day  Strategic Instruction Model, or SIM   TS LO FU  Do you get it?  or  ??? let me see!
 
 

Standard 3 Standard 4

29

"Do now" as assigned in class first few minutes-- Why is it the feeling of a story that begins with “It was a dark and stormy night…?”

Review your notes on Romanticism.   In week two of the first quarter we studied both Faust  and The Frog King from from the Brothers Grimm where we examined the conversations of Faust and the Princess.  Now, there is a new version of that story that re-invents these characters.   Complete a character analysis worksheet (here) for The Princess (Tiana), The Prince (Naveen), Facilier (The Shadow Man- FAUST?), Mama Odie, and Raymond.  Review your notes and explain how this version is or is not an example of romanticism in your notebook-- use sentences. 

Standard 2 Standard 3  
30

"Do now" as assigned in class first few minutes-- "What would you do first you were suddenly made a subject  to a King or Queen with absolute power?"  

Continue Character analysis worksheet-- work together to fill in character chart and complete paragraph about romanticism.

 

Standard 2 Standard 3  
Oct. 1

Do now--  Is it wrong to overthrow a tyrant?

QUIZ-- Vocabulary List One

  HB A   day  Strategic Instruction Model, or SIM     TS LO FU  Do you get it?  or  ??? let me see!

 
Standard:1  

BACK TO TOP

WEEK FIVE    

Date

 

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard:1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

Oct. 4

Do now:  What does  TSLOFU stand for? explain.  Do you get it?  or  ??? let me see!  

Vocabulary List Two--  Here   Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence.  For an additional 10points prepare index cards with a word on one side and the definition on the other side to study from for the quiz on Friday.  You will be read the words that you will spell (4pts), define (4pts) and use correctly in a sentence (2 pts). 

HB B day   Begin Act II Select parts on board. Reading Julius Caesar
 
Standard:1

Prior Knowledge Activation

5

Do now:  Use our vocabulary to practice writing a TSLOFU using the word: instinctive

Periods 1 and 3 meet in class then go to Library for book selection for The Humanities Block Magazine Project Quarters 1, 2, and 3.

 

  HB A   day   Begin Act II  Select parts on board. Reading Julius Caesar

 
Standard 2 Standard 3

Having Choices

6

Do now:  Use our vocabulary to practice writing a TSLOFU using the word: disconsolate

Select parts on board. Reading Julius Caesar

 

HB B day:    Review  In Text Parenthetical Citation and the MLA   "Research"  Create a citation for your selected book using Research Notes Guide  Do you get it?  or  ??? let me see!  
 
Standard 2 Standard 3

Modes of Reading

7

Do now:  Use our vocabulary to practice writing a TSLOFU using the word: adulation

Select parts on board. Reading Julius Caesar

 

  HB A   day  Review  In Text Parenthetical Citation and the MLA   "Research"  Create a citation for your selected book using Research Notes Guide  Do you get it?  or  ??? let me see!

 

 

Standard 2 Standard 3

Modes of Reading

8

Do now:  What is  MLA Citation? explain.

Quiz on unit 2.

HW-- have a your book for the The Humanities Block Magazine Project with you by next class meeting.  .

HB B day  Select parts on board. Reading Julius Caesar  Work on Study Guide for act II
 
Standard:1

Independent Reading and Writing

Demonstration of learning

 

BACK TO TOP

WEEK SIX   

Date

 

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard:1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

Oct. 11 OFF
12

Do now:  Explain in your own words --  anachronism---  how does it fit into our reading of Julius Caesar

Vocabulary List Three--  Here   Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence.  For an additional 10points prepare index cards with a word on one side and the definition on the other side to study from for the quiz on Friday.  You will be read the words that you will spell (4pts), define (4pts) and use correctly in a sentence (2 pts). 

Show me your book for the Magazine Project Quarters 1, 2, and 3  (counts as HW!)

HB A   day      

Show me your book for the Magazine Project Quarters 1, 2, and 3  (counts as HW!)  calculate your Pages Per Minute and cite your book properly on the research notes page.

 

 

Standard:1

Prior Knowledge Activation

 
13

Do now: TSLOFU for the following word     suavely  (Can you connect to literature?)

*** Possible visit to library with Mr. Smith depending on availability.***

Select parts on board. Reading Julius Caesar

HB B day 

Show me your book for the Magazine Project Quarters 1, 2, and 3  (counts as HW!)  calculate your Pages Per Minute and cite your book properly on the research notes page.

 

 

 

Standard 2 Standard 3

Modes of Reading

14

Do now: TSLOFU for the following word     petrified   (Can you connect to literature?)

Select parts on board. Reading Julius Caesar-- Complete Act III study guide.

HB A   day      

Independent reading for Magazine Project-- keep a log on page numbers and elements important to your project then calculate how many hours are remaining in your reading.  Reading quietly counts as a test grade.

Alternative assignment to not having book--

T&O Brainstorm and code for an essay on the following topic:

In 44 BC, Caesar was murdered by those politicians who feared that he was too obsessed with his own importance. His murder took place at the Senate House in Rome. After his murder, Rome was divided as to whether it was a good thing or not.

 

 

Standard 2 Standard 3

Modes of Reading

Independent Reading and Writing
15

Do now: TSLOFU for the following word     disillusion   (Can you connect to literature?)

 

Quiz on unit 3..

HB B day  

Independent reading for Magazine Project-- keep a log on page numbers and elements important to your project then calculate how many hours are remaining in your reading.  Reading quietly counts as a test grade.

Alternative assignment to not having book--

T&O Brainstorm and code for an essay on the following topic:

In 44 BC, Caesar was murdered by those politicians who feared that he was too obsessed with his own importance. His murder took place at the Senate House in Rome. After his murder, Rome was divided as to whether it was a good thing or not.

 

 

 

Standard:1

Independent Reading and Writing

Demonstration of learning

 

Modes of Reading

 

 

BACK TO TOP

 

WEEK SEVEN   

Date

 

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard:1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

Oct. 18

Do now:  Explain in your own words --  Republic---  how does it fit into our reading of Julius Caesar

Vocabulary List Four--  Here   Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence.  For an additional 10points prepare index cards with a word on one side and the definition on the other side to study from for the quiz on Friday.  You will be read the words that you will spell (4pts), define (4pts) and use correctly in a sentence (2 pts). 

HB A View  Speeches of Brutus and Antony work on Study Guide.

Standard:1

Prior Knowledge Activation

 
19 Do now: TSLOFU for the following word     tenacious   (Can you connect to literature?)

Reading Act IV  Complete Study Guide Act IV.

 

HB B View  Speeches of Brutus and Antony work on Study Guide.
 

Standard 2 Standard 3

Modes of Reading

 
20 Do now: TSLOFU for the following word     debilitating (Can you connect to literature?)

38 +38 = 1hr 15 min of reading in class so far:

1 What is it about?  (The Literal Level)

2 How does the author use literary elements to enhance the story?

3 Is the book enjoyable (i.e. worth reading?)

Independent reading for Magazine Project-- keep a log on page numbers and elements important to your project then calculate how many hours are remaining in your reading.  Reading quietly counts as a test grade.

Alternative assignment to not having book--

T&O Brainstorm and code for an essay on the following topic or if you have already done this, write  the T and O  it in a tower diagram-- add an introduction and conclusion too.

In 44 BC, Caesar was murdered by those politicians who feared that he was too obsessed with his own importance. His murder took place at the Senate House in Rome. After his murder, Rome was divided as to whether it was a good thing or not.

HB A  View end  of Julius Caesar.

 

Standard 2 Standard 3

Modes of Reading

Independent Reading and Writing

 

21 Do now: TSLOFU for the following word     derision (Can you connect to literature?)

1hr 16 min + 38 =  about 2 hours  of reading in class so far!

Our Last Scheduled Independent reading for Magazine Project-- keep a log on page numbers and elements important to your project then calculate how many hours are remaining in your reading.  Reading quietly counts as a test grade.

Alternative assignment to not having book--  Above  Done it all?  Write the actual essay in essay format.

 

HB B  View end  of Julius Caesar.
 
Standard 2 Standard 3

Modes of Reading

Independent Reading and Writing

 

22

Do now: TSLOFU for the following word     furtively (Can you connect to literature?)

Quiz on unit 4.  HW  Complete Reading your book and taking notes by Next Tuesday.  Quiz cancelled and independent reading as a class by class vote.   3hrs and 15 minutes of reading and notes in class!

HB B View  end  of Julius Caesar 
Demonstration of learning

Modes of Reading

BACK TO TOP

WEEK EIGHT

   

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Oct. 25 Do Now-- Write down how many pages you have left to read by Tuesday and how long this will take according to your PPM.

T AND O of the Tower for your Project/  Independent reading for Magazine Project--   Not done in class?   It is HW

Remember, you must show all work for your project PROJECT IS DUE Nov 5 attach T, O, and Tower Diagram to final essay.

HB B   Read "The Agony of Victory" by William Oscar Johnson and "Epitaph on a Tyrant" by W.H. Auden and Write a poem of 10 lines about Brutus and 10 lines about the Citizens 20 lines total. Type it in the computer center for extra credit.
Standard:1 Standard 2 Standard 3

Prior Knowledge Activation Responses to Literature

26 Do Now-- What did you like or not like about independent reading -- explain using TSLOFUCL

Write your T and O in a Tower Diagram for your project and edit then refine!

Print a doc here   or adapted for writing sentences here

Remember, you must show all work for your project PROJECT IS DUE Nov 5 attach T, O, and Tower Diagram to final essay.

HB A   Read "The Agony of Victory" by William Oscar Johnson and "Epitaph on a Tyrant" by W.H. Auden and Write a poem of 10 lines about Brutus and 10 lines about the Citizens 20 lines total. Type it in the computer center for extra credit.
Standard1 

Standard 2  

Standard 3

Scaffolded Instruction

Prior Knowledge Activation

Having Choices Responses to Literature

27-B 1102 per 1 2 3  Use your TOWER to type your literary essay about your book.  You may cite other sources for extra credit!  Sorry, if you are not working on the project  from your TOWER you will not be sitting at a computer.  Have your tower diagram out to sit at a computer!

Magazine Project Quarters 1, 2, and 3 

Standard1 Standard 2 Standard 3

Scaffolded Instruction

Prior Knowledge Activation

Having Choices

28-A 1102 per 1 2 3

Use your TOWER to type your literary essay about your book.  You may cite other sources for extra credit!  Sorry, if you are not working on the project  from your TOWER you will not be sitting at a computer. Have your tower diagram out to sit at a computer!

Magazine Project Quarters 1, 2, and 3 

Standard1  Standard 2  Standard 3

Scaffolded Instruction

Prior Knowledge Activation

Having Choices

29-B

Happy Halloween!

1102 per 1 2 3

Use your TOWER to type your literary essay about your book.  You may cite other sources for extra credit!  Sorry, if you are not working on the project  from your TOWER you will not be sitting at a computer. Have your tower diagram out to sit at a computer!

Magazine Project Quarters 1, 2, and 3 

 

Standard1 Standard 2 Standard 3

Scaffolded Instruction Prior Knowledge Activation

Having Choices

BACK TO TOP

 

WEEK NINE   

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

Nov. 1-A 1102 per 1 2 3

Copy this weeks  "Work for the Week" and past it into a word document to add to your notebook after you read it!

Use your TOWER to type your literary essay about your book.  You may cite other sources for extra credit!  Sorry, if you are not working on the project  from your TOWER you will not be sitting at a computer. Have your tower diagram out to sit at a computer!

Magazine Project Quarters 1, 2, and 3 

Reminder-- type poem for extra credit due Wednesday.

After reading "The Agony of Victory" by William Oscar Johnson and "Epitaph on a Tyrant" by W.H. Auden and write a poem of 10 lines about Brutus or a Tyrant and 10 lines about the citizens or the common people 20 lines total. Type it in the computer center for extra credit. Use imagery!  Due Wednesday!
 
Standard 2 Standard 3

Scaffolded Instruction

Prior Knowledge Activation

2 Conference Day
3

Do Now: What does "If two men ride a horse one must ride behind?" mean? Explain.

 

Complete reading act V of JC and study guide if not already done—turn it in at end of test. Complete Julius Caesar review and fill in blanks.

HW-- bring a #2 pencil and prepare for Test!

 

HB  Period 2 B View PowerPoint Review HERE

 
Cooperative Learning

Standard1 Standard 2 Standard 3

4

Do Now: What does "You can't take it with you" mean? Explain.

 

Period 2 and 3 OPEN NOTEBOOK TEST  ON All OF JULIUS CAESAR NO SHARING NO PASSES TO GET NOTEBOOK NO JULIUS CAESAR TEXT IF YOU MISS THIS TEST SEE ME TO TAKE IT THE FIRST DAY YOU RETURN.  HW—Project is due next Monday (extended) on November 8th

Check your printer for ink and stapler for staples AND DO NOT ASK ME FOR TIME TO GO AND PRINT IT. 

Turn in Study Guide at end of test.  Counts as Notebook test.

 

HB  (Period 1) A View PowerPoint Review HERE
 
Demonstration of learning

Standard1 Standard 2 Standard 3

5

Do now--  What are the five sections of your notebook?

HW --- PROJECT IS DUE Monday --attach T, O, and Tower Diagram to final essay as well as works cited.

View excerpts of Documentary -- notes on  Russia 1812  from The Expiation page 778.  Listen/ read with online  textbook and answer 1-12 on page 784 

HB  Answer 1-12 on page 784

Standard1 Standard 2 Standard 3Modes of Reading

Scaffolded Instruction

Demonstration of learning

Responses to Literature

BACK TO TOP

 

WEEK TEN

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

Nov. 8 Do now: How many lead off and follow up sentences can be in a paragraph?

PROJECT IS DUE (Magazine Project Quarters 1, 2, and 3)  --attach T, O, of Tower Diagram to final essay as well as works cited. If you missed the Julius Caesar Test the make up is due as is the study guide. Prepare for a surprise notebook test this week.

Introduction to roots

Complete the following in the 10 R Guided Practice book:

Lesson 1 (words are in book)  oppose, obnoxious, obstreperous, oppressive, obstruction, opponent, obstinate, obtrude, obvious, obligation

Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 4. Do you get it?  or  ??? let me see!

HB A--    Complete Russia 1812  from The Expiation page 778.  Listen/ read with online  textbook and answer 1-12 on page 784 
Standard:1

Prior Knowledge Activation

 

Independent Reading and Writing

 

9 Do now: What is your favorite food over the thanksgiving break?

Practice Paragraphs --  "how to"  paragraphs:

Topic:   Making your favorite food  

Use the 5W's to write a paragraph that a precocious 6 year old could follow (if they were allowed to use sharp things and high heat).  Your goal is to not over look (leave out)  any step.  Work on Paragraph  underline your transitions. Be prepared to read your paragraph to the class Wednesday.

Complete the paragraph diagram as discussed and turn it in!

Review here as needed:  Strategic Instruction Model, or SIM

 

HB B--   Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 5. Due Friday before quiz.

 

Standard1  Standard 3  

Independent Reading and Writing

Having Choices

10 Do now: What does Veteran's day mean to you (besides a day off)?

Surprise!  If you have participation tickets bring them in!

Share your paragraph with the class/ Study for the Quiz

HB  A-- Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 5. Due Friday before quiz.
Standard1  Standard 3  

Demonstration of learning

Prior Knowledge Activation

11  

Veterans Day!

School Closed 
12 Do now: How can you improve your own writing style?

Quiz on Roots Lesson 1--- Know the words how to use them and the roots.

Turn in sentences too Part B)!

 

HB B--  Surprise!  If you have participation tickets bring them in!
Standard1  Standard 3  

Demonstration of learning

Prior Knowledge Activation

 

 

 

 

 

 

 

 

SECOND QUARTER:

WEEK ONE

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

Nov. 15

Do now: Explain the difference between having character and reading about a character--tslofucl

Level 10 Roots

Building Vocabulary from Word Roots  Lesson 2:  distort disruptive digression diversity divulge disintegrate diffuse dissect distended diffident 

Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 9.  Use a dictionary if needed. (2.1.1 Check as done r)

Complete Worksheet on Self Defined Values  be prepared to discuss your response and turn in on Thursday (2.1.2 Check as done r)

HB A  Begin Pride and Prejudice assignment Here

Part I  View film/ read summary and take notes on characters assigned and on topics assigned.  If you are absent you are assigned character #1. See the list Here

Note PART I characterization notes is weighted as three HW assignments  (2.1.3 Check as done r)

Standard:1

Prior Knowledge Activation

 Independent Reading and Writing

 

Cooperative Learning

Modes of Reading

Responses to Literature

16

 

Do now-- Are you the same or different in your desire for success as the characters? explain tslofucl

Period 1 Continues and Period 2 begins Pride and Prejudice assignment Here

Part I  View film/ read summary and take notes on characters assigned and on the three topics assigned.  If you are absent you are assigned character #1. See the list Here

Reminder --  PART I is weighted as three HW assignments and is due Friday (2.1.3 Check as done r)

Standard 2 Standard 3

Cooperative Learning

Modes of Reading

Responses to Literature

17

Do now-- What is the most enjoyable literary device (as evident in the film so far) used by Austen? explain  tslofucl

Continue Pride and Prejudice assignment Part I  Here

HB A  Pride and Prejudice assignment Here
Standard 2 Standard 3

Modes of Reading

18 Meet in Class --  Periods 1, 2,  and 3 in auditorium for Paul Failla presentation Complete Worksheet on Self Defined Values  This will be a three (3) Period presentation that will involve Social Studies/English Blocks in 10th grade. This is our 11th year, and the multiple writing assignments that this presentation generated last year are a clear indication that our current students stand to benefit from this powerful presentation. This lesson will allow students to identify elements of Paul Failla's rhetorical ability which is evident in his anecdotes and character development presentation.
19 Do now-- If you were "in" Austen's novel at this time period who would you be and why?  explain tslofucl

PART II  Orally, present your findings to the class after the film and be prepared to turn in your notes after you compare your findings with your classmates for Part III.

HB A  Continue Pride and Prejudice assignment Here
Standard1 Standard 2 Standard 3 Standard 4

Cooperative Learning

Responses to Literature

 

BACK TO TOP

WEEK TWO

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Nov. 22 Do now-- If you lived in this Jane Austen's time period, what would your personal goal be at your current age? explain

PART III  ---  Then on your own, compare the Pride and Prejudice code to your own community's code in the following comparison Diagram PROVIDED BY ME (The here)

*** Optional Part III --- You may choose to view Bride and Prejudice and complete a Venn Diagram HERE (2 .2. 1  Check as done r)

 

HB B  Continue Pride and Prejudice assignment Here
Standard1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

 
23 Do now-- How does Pride and Prejudice transfer so easily to the modern world in a modern interpretation? explain

Complete a part III option due Monday 29th.

 

HB A  Continue Pride and Prejudice assignment Here
Standard1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

  off
  off
  off

BACK TO TOP

WEEK THREE

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Nov. 29

Do now: Common Errors in English  Explain the difference in how you use  AMBIVALENT/INDIFFERENT

As usual, copy the work for the week into your notebook.

Level 10 Roots Building Vocabulary from Word Roots Lesson 3: atrophy, abysmal, amnesty, atypical, anonymous, apathetic, amoral, amorphous, anarchy, anemic 

Complete the following in the Guided Practice book:   Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 14.  Use dictionaries as needed.

Be prepared for quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!)

Pride and Prejudice assignment Here (parts I, 2, and 3) are due Tuesday.

Turn in worksheet on Self Defined Values (from Paul Failla's presentation) or optional write him a letter as he requested about the effect his presentation had on you -- must use SIM paragraph format.

HW-- Bring your book to begin working on Magazine Project Quarter 2

HB B Work together on Building Vocabulary from Word Roots  Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 15.
 
Standard:1

Prior Knowledge Activation

Independent Reading and Writing

 

Cooperative Learning

Modes of Reading

Responses to Literature

 
30 Do now: Common Errors in English  Explain the difference in how you use  APIECE/A PIECE

Begin working on Magazine Project Quarter 2

Creative Writing and the TOWER Diagram Strategic Instruction Model, or SIM

Magazine Project Quarter 2 work on Advice Column --for full credit use proper letter format.for letters submitted and respond using SIM paragraph format (TS LO FU FU FU LO FU FU FU LO FU FU FU CL) for responses. Due Monday 6th.

HB A Work together on Building Vocabulary from Word Roots  Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 15.

Standard 2  Standard 4 

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

 
Dec. 1 Do now: Common Errors in English  Explain the difference in how you use ADVERSE/AVERSE

Work on Advice Column --for full credit use proper letter format.for letters submitted and respond using SIM paragraph format (TS LO FU FU FU LO FU FU FU LO FU FU FU CL) for responses Not done in class becomes HW.

Work together on Building Vocabulary from Word Roots Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 16.  

HB B  Work together on Building Vocabulary from Word Roots Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 16.

Standard 2  Standard 4 

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

 
2 Do now: Common Errors in English  Explain the difference in how you use ADAPT/ADOPT

Read in class "The Long Exile" page 804  Answer Questions 1-12 in your reading log for this story.

HW prepare for Quiz.

HB A  Read in class "The Long Exile" page 804  Complete Questions 1-12 in your reading log for this story.

Standard 1  Standard

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

 
3 Do now: Common Errors in English  Explain the difference in how you use  ALTAR/ALTER

14 class days remain until holiday break!

Periods 1 and 2 -- Be prepared for quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!)

HB B  Period 3   Read in class "The Long Exile" page 804  Complete Questions 1-12 in your reading log for this story.

Standard 1  Standard

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

Demonstration of learning

BACK TO TOP

WEEK FOUR

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

Dec. 6 13 class days remain until holiday break!

Do now: Common Errors in English  Explain the difference in how you use ALOUD/ALLOWED

 Level 10 Roots Building Vocabulary from Word Roots, Lesson 4: paramedic, paraphrase, paraphernalia, paradigm, parasitic, parody, paralyze, paranoia, parable, paradox Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 19.  Be prepared for quiz, Friday.  

HBA-- Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 20

 

Standard:1

Prior Knowledge Activation

Independent Reading and Writing

 Cooperative Learning

Modes of Reading

Responses to Literature

7 12 class days remain until holiday break!

Do now: Common Errors in English  Explain the difference in how you use AWAY/A WAY

 Read “The Piece of String” page 796 and answer 1-10 in sentences page 802. 

HBB --Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 20

 

 

Standard 1  Standard

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

 

 

8 11 class days remain until holiday break!

Do now: Common Errors in English  Explain the difference in how you use ALTOGETHER / ALL TOGETHER

Comparing Stories

Both “The Long Exile” and “The Piece of String” (page 796) address injustice.  In your comparison, point out similarities and differences in mood, plot, setting, cause and effect, characterization, conflict, resolution, and theme. Use the following chart to organize your thoughts:  YOU MUST CITE ALL EXAMPLES WITH PARENTHETICAL CITATION (How To Cite?) 

 

Literary Elements

“The Long Exile”

“The Piece of String”

Mood

Plot

Setting

Cause and Effect

Characterization

Conflict

Resolution

Theme

 Counts as Notebook Test due Tuesday--  Hint, use the answers to the questions at the end of each story.

HBA-- Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 21.

 

 

Standard 1 

Standard 2

Standard

Prior Knowledge Activation

Cooperative Learning

Modes of Reading

Responses to Literature

 
9 10 class days remain until holiday break! 

Do now: Common Errors in English  Explain the difference in how you use ALLUSION / ILLUSION

Work together to complete the chart due Tuesday.

HW --prepare for quiz. 

HBB--  Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 21.

 

 

Standard 1  Standard

Prior Knowledge Activation

Cooperative Learning

Modes of Reading

Responses to Literature

 

10 9   class days remain until holiday break!

 Do now: Common Errors in English  Explain the difference in how you use AIDE/AID

Humanities Block Reading "The Jewelry" /Lesson 4 quiz. 

HBA --Work together to complete the chart due Tuesday.

 

Standard 1  Standard

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

Demonstration of learning

 

BACK TO TOP

WEEK FIVE

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Dec. 13

Do now: Common Errors in English -- Explain the difference in how you use BACKUP/BACK UP  

Humanities Block Reading "The Necklace" by by Guy De Maupassant.   

Create a chart  like the one HERE and complete them for both

 1)      Monsieur Lantin and 2) His Wife

Use quotations (properly cited) to support your points.  

Review and notes for  the magazine project---  How to punctuate dialogue.   Part III) At least one work of fiction.  This can be either a retelling of the story for a younger (3rd or 4th grade) audience, or a piece of original fiction inspired by your novel.  

 

HBB -- Macy’s Make a wish letter assignment use proper letter format for the body and SIM paragraphs —due the 15th and then copy final draft to Make a Wish form.

 

Standard 2 Standard 3

Scaffolded Instruction Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 

14

7 

Do now: Common Errors in English -- Explain the difference in how you use BACKWARD/BACKWARDS  

Turn in “The Long Exile” and “The Piece of String” chart with parenthetical citation!

Work on the magazine project---  How to punctuate dialogue.  Part III) At least one work of fiction.  This can be either a retelling of the story for a younger (3rd or 4th grade) audience, or a piece of original fiction inspired by your novel. Complete plot worksheet.

HBA--  Macy’s Make a wish letter assignment use proper letter format  for the body and SIM paragraphs —due the 15th and then copy final draft to Make a Wish form.

 

Standard 2 Standard 3

Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading  Activation Responses to Literature

 

15 6

   Do now: Common Errors in English -- Explain the difference in how you use BACKYARD/BACK YARD

Work on the magazine project---  How to punctuate dialogue.  Part III) At least one work of fiction.  This can be either a retelling of the story for a younger (3rd or 4th grade) audience, or a piece of original fiction inspired by your novel. Complete plot worksheet.

HBB-- Holiday Poem Assignment ---20 lines and  IMAGERY for each of the five senses.

Standard 3 Standard 4

Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 
16 5

Do now: Common Errors in English -- Explain the difference in how you use BAITED? Or BATED BREATH/

Work on the magazine project---  How to punctuate dialogue.  Part III) At least one work of fiction.  This can be either a retelling of the story for a younger (3rd or 4th grade) audience, or a piece of original fiction inspired by your novel.

HBA -- Holiday Poem Assignment ---20 lines and  IMAGERY for each of the five senses.

Standard 3 Standard 4

Scaffolded Instruction Modeling Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 

17 4

Do now: Common Errors in English -- Explain the difference in how you use BARE/BEAR as a stevedore or mother.

Work on the magazine project---  How to punctuate dialogue.  Part III) At least one work of fiction.  This can be either a retelling of the story for a younger (3rd or 4th grade) audience, or a piece of original fiction inspired by your novel.

Complete letters and poems for HW.

HBB-- Work on  Holiday Poem Assignment and Poem with IMAGERY.

Standard 4

Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 

BACK TO TOP

WEEK SIX

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Dec. 20

3 Do now: Common Errors in English -- Explain the difference in how you use BARTER/HAGGLE

Suppose you are a parent whose son or daughter has been arrested for shoplifting. Would you insist that he or she be prosecuted, or would you try to get the charges dropped, perhaps paying for the stolen items if possible? What, if anything, would your ideas about family honor and reputation have to do with your response?

Read “A Problem” page 814 and answer 1-10 on page 821.

 

HBA  -- Answer questions 1-10 on 821

 

Standard 1

Standard 2

Standard 3

Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 

 

21

2 Do now: Common Errors in English -- Explain the difference in how you use BASED AROUND, BASED OFF OF, BASED ON

A CHRISTMAS CAROL by Charles Dickens  Nineteenth Century Literature  -- Review notes on Romanticism and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Sasha from a problem with Scrooge in a Venn diagram.

 

HBB -- Answer questions 1-10 on 82

 

 

Standard 1

Standard 2

Standard 3

Modeling Cooperative Learning Having Choices Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

22

1

Do now: Common Errors in English -- Explain the difference in how you use BASICALLY / BASICLY

 

A CHRISTMAS CAROL by Charles Dickens  Nineteenth Century Literature  -- Review notes on Romanticism  and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Sasha from a problem with Scrooge in a Venn diagram.

 

HBA – in pairs /groups compare and contrast Sasha from a problem with Scrooge in a Venn diagram.

 

Standard 1

Standard 2

Standard 3

Modeling Cooperative Learning Having Choices Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 
23

O Do now: What literary devices are personified by the Ghosts in A Christmas Carol?

 A CHRISTMAS CAROL by Charles Dickens  Nineteenth Century Literature  -- Review notes on Romanticism  and identify as many aspects of Romanticism as you can in your reading log.

HBB  — in pairs /groups compare and contrast Sasha from a problem with Scrooge in a Venn diagram.

 

Standard 1

Standard 2

Standard 3

Modeling Cooperative Learning Having Choices Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

  off  

BACK TO TOP

WEEK SEVEN

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Jan. 3 HAPPY NEW YEAR!

Do now: Common Errors in English -- Explain the difference in how you use Basis / BASISES?

PERIOD 1 and 3 meet in 2120 to work on  Magazine Project Quarters 1, 2, and 3

Check the 5 five elements due this quarter HERE and complete them as needed-- TURN IN ON MONDAY

What is due January 10 HERE

Save a copy of all work!  Print out two copies one copy for me and one for Mr. Smith if he wants by his project due dates.

HB A    Vocabulary from Literature-- Units 1-4   Midterm Review -- Break into  small groups of three take turns defining and test yourself by saying the word correctly in a sentence worth 2 points wrong use-- lose a point.  If you can't, then define it and and use correctly in sentence from the first quarter--  The winner in each group gets to drop a low quiz grade-- ties are broken by spelling test-- each group turn in a paper with names and points earned.
Standard1 Standard 2 Standard 3 Standard 4 Independent Reading and Writing  Cooperative LearningHaving Choices
4 Do now: Common Errors in English -- Explain the difference in how you use BELIEF TOWARD / IN

PERIOD 1 and 3 meet in 2120 to work on  Magazine Project Quarters 1, 2, and 3 

Check the 5 five elements due this quarter HERE and complete them as needed-- TURN IN ON MONDAY

HBB   Vocabulary from Literature-- Units 1-4   Midterm Review -- Break into  small groups of three take turns defining and test yourself by saying the word correctly in a sentence worth 2 points wrong use-- lose a point.  If you can't, then define it and and use correctly in sentence from the first quarter--  The winner in each group gets to drop a low quiz grade-- ties are broken by spelling test-- each group turn in a paper with names and points earned.
Standard1 Standard 2 Standard 3 Standard 4 Independent Reading and Writing  Cooperative LearningHaving Choices
5 Do now: Common Errors in English -- Explain the difference in how you use BESIDE/BESIDES

PERIOD 1 meets in 2120 and 3 meets 2118 in to work on  Magazine Project Quarters 1, 2, and 3 

Check the 5 five elements due this quarter HERE and complete them as needed-- TURN IN ON MONDAY

HB A PRACTICE Step by Step SIM PARAGRAPH  "Traveling from your house to school"  Complete a paragraph according to our model. Due today.

Strategic Instruction Model, or SIM

 

Standard1 Standard 2 Standard 3 Standard 4 Independent Reading and Writing  Having Choices Demonstration of learning
6 Do now: Common Errors in English -- Explain the difference in how you use Between you and I / me...

PERIOD 1 and 3 Meet in 2120 to work on  Magazine Project Quarters 1, 2, and 3 

Check the 5 five elements due this quarter HERE and complete them as needed-- TURN IN ON MONDAY

HB B PRACTICE Step by Step SIM PARAGRAPH  "Traveling from your house to school" Complete a paragraph according to our model. Due today.

Strategic Instruction Model, or SIM

 

Standard1 Standard 2 Standard 3 Standard 4 Independent Reading and Writing  Having Choices Demonstration of learning
7 Do now: Common Errors in English -- Explain the difference in how you use Blog / Post 

PERIOD 1 and 3 Meet in 1102 by library to work on  Magazine Project Quarters 1, 2, and 3 

Check the 5 five elements due this quarter HERE and complete them as needed-- TURN IN ON MONDAY

Save a copy of all work!  Print out two copies one copy for me and one for Mr. Smith if he asks-- see his project due dates.

HB A PRACTICE Expository (which include examples of…) SIM PARAGRAPH  "A kind of music" Complete a paragraph according to our model. Due today.

 

Standard1 Standard 2 Standard 3 Standard 4 Independent Reading and Writing  Having Choices Demonstration of learning

BACK TO TOP

WEEK EIGHT

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
Jan.  10

Second Quarter Project is Due.

Do now: Common Errors in English -- Explain the difference in how you use BORED OF/ WITH 

GROUPS ASSIGNED FOR MIDTERM REVIEW:  each group will be able to use up to five overheads to present crucial information to the class about their assigned Acts, Scenes and Topics as well as characters, literary devices, themes, key plot elements, important quotations and vocabulary-- from your notes and memory for review on the final exam—be sure to look at study guide!

Overheads and pens distributed when paper drafts are finalized.  All groups should be prepared to present FRIDAY. Students’ behavior during presentations is worth 50% of their grade and includes notes that they take for review.

Members of the group are being graded on contribution, effectiveness, and clarity of final presentation.  If people in your group are absent, be prepared with a backup plan—I will keep all overheads. 

When you complete your notes on paper, I will give you markers and overhead transparencies for this project.

HERE are the group topics you are assigned.

B day begins presentations Thursday period 3.  A day Begins Presentation Friday.

If you miss the presentation of the review, you must review all of the topics in your notebook on your own.

 Standard1 Standard 2 Standard 3

Scaffolded Instruction Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

11

Do now: Common Errors in English -- Explain the difference in how you use BREAKUP/BREAK UP

Tenth Grade Humanities Block Review Assignment 

Standard1 Standard 2 Standard 3

Scaffolded Instruction Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

12

Do now: Common Errors in English -- Explain the difference in how you use BREATH/BREATHE

Tenth Grade Humanities Block Review Assignment 

 

Standard1 Standard 2 Standard 3

Scaffolded Instruction Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

13

Do now: Common Errors in English -- Explain the difference in how you use BROKE/ BROKEN

A day Tenth Grade Humanities Block Student Presentations Begin Period 3!  You will have 10 minutes maximum for your presentation.

Standard1 Standard 2 Standard 3

  Cooperative Learning Having Choices     Prior Knowledge Activation Responses to Literature Demonstration of learning

 

14 Do now: Common Errors in English -- Explain the difference in how you use BUT . . . HOWEVER

Tenth Grade Humanities Block Student Presentations

 Standard 4  

Scaffolded Instruction Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

BACK TO TOP

WEEK NINE

 

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

Standard1 Standard 2 Standard 3 Standard 4   Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 
  off  
Jan. 18 English Midterm (Theme and Paragraph Writing) 

If you are absent you will have to come in on the make up day during testing week.   

HW-- Complete review packet distributed in class for Part II and bring a #2 Pencil.

Standard1 Standard 2 Standard 3

Demonstration of learning

 

19 Global Midterm See GLOBAL
20 English Midterm (150 Multiple Choice) 

If you are absent you will have to come in on the make up day during testing week. FRIDAY 8-11am. Review Packet Due.

Standard1 Standard 2 Standard 3

Demonstration of learning

 

21 B Meet in 1102 to work on final assignment for the quarter/ Make up for Global Studies with Mr Smith.

If you were absent for your English Midterm you will have to come in on the make up day during testing week. FRIDAY 8-11am. Review Packet Due.

Standard1 Standard 2 Standard 3

Demonstration of learning

 

BACK TO TOP

WEEK TEN

 

Date

 

Regents Testing Week and Midterm Exams (as scheduled)
Jan. 24 Exams as scheduled no regular classes:
25
26
27
28

BACK TO TOP

 

 

 

 

THIRD QUARTER:

WEEK ONE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

READING (RL & RI)   WRITING (WSPEAKING AND LISTENING (SL )  LANGUAGE (L)

   Scaffolded Instruction  Modeling  Cooperative Learning  Having Choices  Independent Reading and Writing  Modes of Reading  Prior Knowledge Activation  Responses to Literature  Demonstration of learning

 
Jan. 31 A Do now: Common Errors in English -- Explain the difference in how you use CAPITAL and CAPITOL

Building Vocabulary from Word Roots Lesson 5-- hedonist, chronology, etymology, populism, activist, fatalist, plagiarism, theology, cardiologist, optimist 

Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 19.  Be prepared for quiz, Friday. 

HB  A  Word Roots Lesson 5 Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 25.

(RL & RI)  

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Prior Knowledge Activation Cooperative Learning 

 

Feb. 1 Do now: Common Errors in English -- Explain  how you use     CATCH 22

Work in groups to create notes on an Introduction to the Modern Period in the textbook on the following topics beginning on p. 844:   1) WWI and WWII 2) The Cold War 3) Modern States 4) Science Technology and The Information Age 5) Artistic Responses-- Modernism -- Existentialism      6) Theater of the Absurd and Post Modernism.

One overhead per group --present your notes to the class Wednesday.

 

HB B  Word Roots Lesson 5 Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 25.

(RL & RI)  1 2

(W) 2 8 9 11

(SL ) 

(L)

Cooperative Learning

 

2 Do now: Common Errors in English -- What is the past tense of   "catch?"

(2 hour delay-- meet in period 1 for attendance then go to period 4)

Present and take notes on assigned topics.

HB  A    

(RL & RI)  9 11

(W

(SL ) 4 5 6

(L)

Responses to Literature  Demonstration of learning

Independent Reading and Writing 

 
3 Do now: Common Errors in English -- Explain  how you use “Chalk it up.”

Word Roots Lesson 5   Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 26.   

HW Review for quiz.

HB B  Read, hear poems by Rilke page 858  "The Black Cat" and "Sonnet 5"  Answer 1-6 on page 861 of the textbook.

(RL & RI)  1 2 10

(W) 2 4 5 9

(SL ) 

(L)

Independent Reading and Writing 

 

4 Do now: Common Errors in English -- What is the past tense of choose?

Quiz on Lesson 5  

HW Bring ID to pick up Lord of the Flies at the library.

HB  A  

Read, hear poems by Rilke page 858  "The Black Cat" and "Sonnet 5"  Answer 1-6 on page 861 of the textbook.

(RL & RI)  

(W) 4 5 11

(SL ) 6

(L) 4 5 6 – 1 2

Responses to Literature  Demonstration of learning

Independent Reading and Writing 

 

BACK TO TOP

WEEK TWO

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (Scaffolded Instruction Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature ) and student centered instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the four NYS English Language Arts learning standards ( # 1information and understanding, #2 literary response and expression #3 critical analysis and evaluation #4 social interaction)  through required curriculum elements and as a supplement to classroom instruction. 

Daily special notes regarding ELA standards differentiated Instruction or SIM as indicated:  

READING (RL & RI)   WRITING (WSPEAKING AND LISTENING (SL )  LANGUAGE (L)

   Scaffolded Instruction  Modeling  Cooperative Learning  Having Choices  Independent Reading and Writing  Modes of Reading  Prior Knowledge Activation  Responses to Literature  Demonstration of learning

 
Feb. 7 Do now: Common Errors in English -- Explain  how you use     CITE/SITE/SIGHT

Present and take notes on assigned topics from last week (moved due to delayed opening).  Pick up  Lord of the Flies you must bring the novel every day as part of our literature circles.

HB B  

Completet Part I of the following Due Tuesday.

Writing a “Thing Poem”  Parts I  II and III
Choose then sign up for an animal you are familiar with or one you feel a strong connection to (no duplicates). Find a way to observe and think about  the animal closely—even if only through photographs or film. Then, like Rilke, write a “thing poem” in which you try to capture the essential spirit of the animal by describing its outward appearance. Use figurative language and powerful imagery to describe the animal and convey your sense of its inner nature. Incorporate metaphor and simile.

Part I Select a topic (animal) and Brainstorm a list of 5 W’s (who what where when why) about the topic then 

Part II   code for the list you came up with. (Strategic Instruction Model, or SIM)

Part III write the poem.

Attach all three to the final assignment. Due on the 18th.

 

(RL & RI)  

(W) 2 4 9

(SL ) 

(L) 1-6

Cooperative Learning Modes of Reading Modeling
8 Do now: Common Errors in English -- Explain  how you use  CLASSIC/CLASSICAL/ Epic?

 Groups to created notes on an Introduction to the Modern Period in the textbook on the following topics beginning on p. 844:   1) WWI and WWII 2) The Cold War 3) Modern States 4) Science Technology and The Information Age 5) Artistic Responses-- Modernism -- Existentialism      6) Theater of the Absurd and Post Modernism.

One overhead per group --present your notes to the class-- (plans changed due to availability of copies for reading circles)

HB A Writing a thing poem (see the block Monday for details)

Part I Select a topic (animal) and Brainstorm a list of 5 W’s (who what where when why) about the topic then 

Part II   code for the list you came up with. (Strategic Instruction Model, or SIM)

Part III write the poem.

Attach all three to the final assignment. Due on the 18th.

 

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Cooperative Learning 

Modes of Reading 

Demonstration of learning

9 Do now: Common Errors in English -- Explain  how you use  CLENCH/CLINCH

An introduction to Lord of the Flies-- "Who would you save?" worksheet and discussion.

HB B   Part II   code for the list you came up with. (Strategic Instruction Model, or SIM)

Part III write the poem first draft.

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Cooperative Learning 

Modes of Reading 

 
10 Do now: Common Errors in English -- Explain  how you use  CLIMACTIC/CLIMATIC

Lord of the Flies-- and reading in class for reading circles. Reading circles notes and reading in class-- Packet distributed group roles assigned and first week's schedule decided as packet available.

 

HB A  Part II   code for the list you came up with. (Strategic Instruction Model, or SIM)

Part III write the poem first draft.

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Cooperative Learning 

Modes of Reading 

 

11 Do now: Common Errors in English -- Explain  how you use CLOSE/CLOTHES/ cloths?

Lord of the Flies-- reading circles and reading in class.

 

HB B  reading in class

 

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 1 3 4

(L) 1-6

Cooperative Learning 

 

BACK TO TOP

WEEK THREE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 

Feb. 14

HAPPY LUPERCAL

Do now: Common Errors in English -- Explain  how you use  COIFFEUR/COIFFURE

Lord of the Flies-- reading circles and reading in class

HBA Lord of the Flies-- reading circles and reading in class

 

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL) 1 2 4 6

(L) 1 2 5 6

Modeling 

Cooperative Learning

Responses to Literature

 

15 Do now: Common Errors in English -- Explain  how you use COLLABORATE/CORROBORATE

Lord of the Flies-- reading circles and reading in class

 

HBB Lord of the Flies-- reading circles and reading in class

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling 

Cooperative Learning

Responses to Literature

 

16 Do now: Common Errors in English -- Explain  how you use COLISEUM/COLOSSEUM

Period 1 2 and 3 meet in 2118.  Complete poetry assignment "Thing" poem (details last Monday) and work on final draft of 3rd quarter project Magazine Project Quarter 3 Due March 28

Open House will work the same as last year. Two sessions, 10:50 AM - 2:00 PM and the evening session runs from 7 PM - 9 PM

(W) 4 5 6 8 9 11

(SL ) 

(L) 1 2 5

Independent Reading and Writing

Demonstration of learning

 

17 Do now: Common Errors in English -- Explain  how you use COLLAGE/COLLEGE

Period 1 and  2 meet in 2118.  

Period 3 meet in 2120

Complete poetry assignment and work on final draft of 3rd quarter project Magazine Project Quarter 3 Due March 28

 

(RL & RI)  

(W) 4 5 6 8 9 11

(SL ) 

(L) 1 2 5

Independent Reading and Writing

Demonstration of learning

 

18 Do now: Common Errors in English -- Explain  how you use COLOMBIA/COLUMBIA

Period 1 meet in 1102 and Period 3 meet in 2120  Magazine Project Quarter 3 Due March 28  -- 

Parts I,  II and III of thing poem are due.

HB A Period 2 meet in classroom  Lord of the Flies-- reading circles and reading in class  

Enjoy your BREAK next week!

(RL & RI)  

(W) 4 5 6 8 9 11

(SL ) 

(L) 1 2 5

Independent Reading and Writing

Demonstration of learning

 

BACK TO TOP

WEEK FOUR

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
Feb. 28  B

Do now: Common Errors in English -- Explain  how you use  COLONS and SEMICOLONS 

Parts I,  II and III of "thing poem" (what was your animal?) are due--  Label part I II and III and only turn in together.

Complete the following in the BWRW Guided Practice book--Lesson 6:  Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 34. 

consensus, sensuous, insensate, extrasensory, sensation, resentment, dissension, presentiment, assent, dissenting---

In your notebook, draw and complete a Vocabulary Map  (sample here) for each word---  For a great vocabulary tool click on Perry-  Something new--  Do you get it?  or  ??? let me see!

Be prepared for quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!)

HB B  Literature circles ROLES MEETING on discussion through end of chapter.--  Prepare for your circles meeting.

(RL & RI)  

(W) 2 4 9

(SL ) 

(L) 1-6

Cooperative Learning Modes of Reading Modeling
March 1

Do now: Common Errors in English -- Explain how you use CONCENSUS/CONSENSUS

Literature Circles Meeting in Groups! --  be prepared!

HB A  Literature circles ROLES MEETING on discussion through end of chapter.--  Prepare for your circles meeting.

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

2

Do now: Common Errors in English -- Explain how you use CONCERTED

Literature circles MEETING/PRESENTATION and DISCUSSION (Keep roles for this week).

Meet in literature circles and complete a Shared Notes sheet Here some groups are preparing ahead and making copies of their notes to share around-- way to go!

HB B  Complete the following in the BWRW Guided Practice book--Lesson 6:  Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 36.  

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

3

Do now: Common Errors in English -- Explain how you use CONFIDENT/ CONFIDANT/ CONFIDANTE  

Reading together in class-- (Keep roles for this week).

 

HB A   Complete the following in the BWRW Guided Practice book--Lesson 6:  Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 36.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

4

Do now: Common Errors in English -- Explain how you use CONGRADULATED or CONGRATULATIONS?

Quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!)

HB B  Reading together in class-- (Keep roles for this week)-- create a name for your tribe and rules.

(RL & RI) 

(W) 2 4 9

(SL ) 

(L)1-6

Cooperative Learning Modes of Reading Modeling  Demonstration of learning

BACK TO TOP

WEEK FIVE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles   Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
March 7 A

Do now: Common Errors in English -- Explain  how you use CONNOTE/ DENOTE

Complete the following in the BWRW Guided Practice book--Lesson 7:  Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 39. 

abduction, ductile, conducive, seductive, productive, deduction, induce,  viaduct, introductory, induct

Which do you feel worked best for you? In addition to the base bank on page 39-- You pick-- complete a Vocabulary Map  (sample here) for each word---  OR  on a separate sheet of paper, rewrite the sentences with the correct word form —from page 40. 

(For a great vocabulary tool click on Perry- ) 

 

Be prepared for quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the day of the quiz only for a 10 point bonus!)

HB A   Work in Literature Circles and reading together/ circles preparation in class through end of chapter 2-- (Keep roles for this week)-- create a name for your tribe and rules with consequences if you need-- when you have a consensus, write them on a conch (see me)!  

(RL & RI)  

(W) 2 4 9

(SL )

(L) 1-6

Cooperative Learning Modes of Reading Modeling

 

8

Do now: Common Errors in English -- Explain how you use CONSCIENCE, CONSCIOUS, CONSCIOUSNESS

Literature circles ROLES MEETING on discussion through end of chapter 2.--  Prepare for your circles meeting.

HB B  Begin reading chapter 3 in class.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
9

Do now: Common Errors in English -- Explain how you use CONVERSATE

Meet in literature circles and complete a Shared Notes sheet Here some groups are preparing ahead and making copies of their notes to share around-- way to go!

 

HB A  Begin reading chapter 3 in class.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
10

Do now: Common Errors in English -- Explain how you use COULD CARE LESS

Using proper SIM paragraph format, complete the reading and answer the questions --  page 41 in one paragraph. HW prepare for Quiz.

HB B  Complete chapter 4 -- if not done in class complete for HW and prepare for literature circles meeting Monday.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

11

Do now: Common Errors in English -- Explain what's wrong with COULD OF, SHOULD OF, WOULD OF

Turn in Vocabulary Map or sentences and SIM Paragraph from page 41.

Quiz on the 10 words—be able to hear and spell (4pts), define (4 pts), then use in a sentence (2 pts) to show meaning (reminder, have the words and the definitions on index cards turned in on the before of the quiz for a 10 point bonus!)

HB A  Complete chapter 4 -- if not done in class complete for HW and prepare for literature circles meeting Monday.

(RL & RI) 

(W) 2 4 9

(SL ) 

(L) 1-6

Cooperative Learning Modes of Reading Modeling  Demonstration of learning

BACK TO TOP

WEEK SIX

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
March 14

Do now: Common Errors in English -- Explain  how you use   COUNCIL/ COUNSEL/ CONSUL

Literature circles meeting on chapter 4.  Complete a Shared Notes sheet Here. Change roles.

HB B  New Roles begin reading Chapter 5

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
15

Do now: Common Errors in English -- Explain how you use CRITICISM

Scheduling Day!

HB A  New Roles begin reading Chapter 5

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
16

Do now: Common Errors in English -- Explain how you use CRITIQUE/ CRITICIZE

Period 1 and 3 meet in 2118   Class work due Thursday counts as four HW assignments--- Complete a copy, properly formatted,  works cited page for the book you read the first quarter and at least one on line source relating to the topic of your magazine.

The Citation Machine is Here       (Use MLA Format and include URL in web material)

REVIEW:   What is  parenthetical citation and the MLA again?   HERE

Sample paper (see last 2 pages) Here

HB B  Continue Reading Through Chapter 7

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

17

Do now: Common Errors in English -- Explain how you use DECENT/ DESCENT/ DISSENT

Period 1 and 3 meet in 2120 Work on 3rd quarter project due Monday the 28th  Here

Class work due today counts as four HW assignments--- Complete a properly formatted  works cited page for the book you read the first quarter and at least one on line source relating to the topic of your magazine.

The Citation Machine is Here       (Use MLA Format and include URL in web material)

REVIEW:   What is  parenthetical citation and the MLA again?   HERE

 

HB A  Continue Reading  and complete through chapter 8 notes for HW

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

18

Do now: Common Errors in English -- Explain how you use DECIMATE

Period 1 and 3 meet in 2120 Work on 3rd quarter project due Monday the 28th   Here

HB B    Continue Reading and complete through chapter 8 notes for HW

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

BACK TO TOP

WEEK SEVEN

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
March 21

Do now: Common Errors in English -- Explain  how you use DEFAMATION/ DEFORMATION

Invisible Children Presentation in Auditorium  Meet in class then go down to auditorium for three periods.

Invisible Children Reflection

1) Identify the specific actions that they asked you to take at the end of the presentation.

2) Read or Listen to essay by Jodi Williams: Activism

3 ) Visit the site INVISIBLE and answer the question "What can I  actually do to make a change in the world?"    

HB A  Same as above

Social Studies Presentation
22

Do now: Common Errors in English -- Explain how you use DEGRADE/ DENIGRATE/ DOWNGRADE

Literature circles meeting on chapter 6-8.  Complete a Shared Notes sheet Here. Change roles.

HB B  Reading Chapter 9

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
23

Do now: Common Errors in English -- Explain how you use DEPRAVATION/ DEPRIVATION

Period 1 and 3 meet in 2120 Work on 3rd quarter project due Monday the 28th   Here

HB A  Reading Chapter 9

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
24

Do now: Common Errors in English -- Explain how you use DEPRECIATE/ DEPRECATE

If forecast snow causes two hour delay, project due date will be extended to Friday April 1; however you will have to arrange your own lab time.

Period 1 and 3 meet in 1102 Work on 3rd quarter project due Monday the 28th   Here

HB B  Reading Chapter 9 Complete through 10 for Monday

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
25

Do now: Common Errors in English -- Explain how you use DEVICE/DEVISE

Period 1 and 3 meet in 2120 Work on 3rd quarter project due Monday the 28th   Here

 

Magazine Project Quarter 3 Due-- be sure to have it ready to turn in stapled or bound is if it were an actual magazine before class and READY TO TURN IN AT START OF CLASS.

 

HB A  Reading Chapter 9 Complete through 10 for Monday

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

BACK TO TOP

WEEK EIGHT

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
March 28

Do now: Common Errors in English -- Explain  how you use  DISCREET/ DISCRETE

Extra Credit Opportunity Longwood School District will host its 1st Annual Literacy Day on Sat., April 30, 2011, from 10 AM to 2 PM at the Longwood Middle School.  Student authors are asked to contribute and share their own writing!  If you are interested please see me and I can help with publishing and scheduling.  If you attend, get Mr. Cauchi's autograph for extra credit!  He will be reading some of his own original work.

Magazine Project (Quarter 3) Due at start of class. 

Literature circles meeting on chapter 9-10.  Complete a Shared Notes sheet Here. Change roles.

HB B --  Reading Chapter 11.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
29

Do now: Common Errors in English -- Explain how you use DISINTERESTED/ UNINTERESTED

In preparation for the final exam and the regents exam we are going to practice the TOWER diagram and other aspects of SIM Writing.

Begin a TOWER diagram  for the Critical lens in the essay below you will only complete complete only the T and the O  of the diagram.  DO NOT WRITE THE ESSAY YET!

Your Task:
Write a critical essay in which you discuss two works of literature you have read this year from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You must use scrap paper to plan your response. 

Critical Lens:  (if you are absent use letter "m" from the the Practice Topics Here)


Guidelines:
Be sure to

• Use the TOWER diagram and show all work.
• Provide a valid interpretation of the critical lens that clearly establishes the criteria
for analysis
• Indicate whether you agree or disagree with the statement as you have interpreted it
• Choose two works you have read that you believe best support your opinion
• Use the criteria suggested by the critical lens to analyze the works you have chosen
• Avoid plot summary. Instead, use specific references to appropriate literary elements
(for example: theme, characterization, setting, point of view) to develop your analysis
• Organize your ideas in a unified and coherent manner
• Specify the titles and authors of the literature you choose
• Follow the conventions of standard written English

The completed T and O are due Friday this counts as two HW assignments.

 

 

HB A  --- Reading Chapter 11 

(RL & RI)    1 2 4

(W) 1 2 8 9 11

(SL )

(L)  3 5

 
30

Do now: Common Errors in English -- Explain how you use DONUT

Reading Chapter 12.  Complete your Literature Circles Packet for Monday April 4 for all of the roles assigned.

HB B  -- Work on the Critical Lens T & O

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Cooperative Learning Responses to Literature

 
31

Do now: Common Errors in English -- Explain how you use DOUBLE NEGATIVES

View the film adaptation of Lord of the Flies.  Complete Literature Circles Packet.

HB A   -- Work on the Critical Lens T & O

(RL & RI)   1 2 7 10 11

(W) 2 10 11

(SL ) 2

(L) 1 2 5 6

Responses to Literature

 
April 1

Do now: Common Errors in English -- Explain how you use DRANK/DRUNK

Critical Lens T & O are due.

View the film adaptation of Lord of the Flies. Complete Literature Circles Packet.

HB B   View the film adaptation of Lord of the Flies. Complete Literature Circles Packet.

 

(RL & RI)   1 2 7 10 11

(W) 2 10 11

(SL ) 2

(L) 1 2 5 6

Responses to Literature

 

BACK TO TOP

WEEK NINE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
April  4

Do now: Common Errors in English -- Explain  how you use DRIER/DRYER

LOTF Vocabulary here  Define each word and be prepared for quiz on Friday to spell and define.  You pick-- complete a Vocabulary Map  (sample here) for each word---  OR  on a separate sheet of paper, rewrite the sentences.

Your Literature Circles Packet should be completed by today.  Use it to prepare for the test on Friday.

This is the last week of the third quarter.

HB A  View the film adaptation of Lord of the Flies. Complete Literature Circles Packet.

(RL & RI)  

(W) 2 4 9

(SL )

(L) 1-6

Cooperative Learning Modes of Reading Modeling

 

 
5

Elements of Literature World Literature

Do now: Common Errors in English -- Explain how you use DUE TO THE FACT THAT

As we have been examining concepts of good and evil in The Lord of the Flies we must consider the actions of adults as well as our peers.  

What is War?  In your notebook, complete a T & O (of a TOWER) on War HERE and come up with a definition for Terrorism.

HB B    Define In your notebook Epiphany  from page 863 and  Read “War” by Pirandello page 864-866 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
6

Do now: Common Errors in English -- Explain how you use e.g./ i.e

Answer 1-8 and 10 in the literature section of your notebook using complete sentences.

HB A  Define In your notebook Epiphany from page 863 and  Read “War” by Pirandello page 864-866 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
7

Do now: Common Errors in English -- Explain how you use EITHER ARE/ EITHER IS

Review for the Test on Lord of the Flies. HERE  

HB B  Barack H. Obama delivered his Nobel Lecture on 10 December 2009 at the Oslo City Hall, Norway. He was introduced by Thorbjørn Jagland, Chairman of the Norwegian Nobel Committee.  View and listen or read his Lecture  Here    What are the reasons he gives for the use of force?   Make a list in your notebook.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
8

Do now: Common Errors in English -- Explain how you use HUNDREDS/CENTURY to describe a period of time.

Test on Lord of the Flies.  Your Literature Circles Packet should be turned in today.

 HB A  Barack H. Obama delivered his Nobel Lecture on 10 December 2009 at the Oslo City Hall, Norway. He was introduced by Thorbjørn Jagland, Chairman of the Norwegian Nobel Committee.  View and listen or read his Lecture  Here    What are the reasons he gives for the use of force?   Make a list in your notebook.

About Grades and The Parent Portal

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature Assessment

 

 

 

FOURTH QUARTER:

WEEK ONE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
April 11 Do now: Common Errors in English -- Explain how you use ELICIT/ILLICIT

Complete the following in the BWRW Guided Practice book--Lesson 11:  Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 54. 

dispel impulse compelling pulsate pelting compulsory expel peal repulsive appealing

HB B  In addition to the base bank on page 39-- You pick-- complete a Vocabulary Map  (sample here) for each word---  OR  on a separate sheet of paper, rewrite the sentences with the correct word form —from page 55  

FYI -- CLICK the following:  About grades and The Parent Portal

(RL & RI)  

(W) 2 4 9

(SL )

(L) 1-6

Cooperative Learning Modes of Reading Modeling

 

 
12 Do now: Common Errors in English -- Explain how you use EMIGRATE/IMMIGRATE

Listen to an excerpt from  "Night" a memoir by Wiesel pages 914- 919 and answer questions 1-11 on 920.

HB A  In addition to the base bank on page 39-- You pick-- complete a Vocabulary Map  (sample here) for each word---  OR  on a separate sheet of paper, rewrite the sentences with the correct word form —from page 55  

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
13 Do now: Common Errors in English -- Explain how you use EMPATHY/SYMPATHY

Complete questions questions 1-11 on 920.    

HB B  Complete excerpts of Escape from Auschwitz

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
14 Do now: Common Errors in English -- Explain how you use EMULATE/IMITATE

View excerpts of Escape from Auschwitz

HB A  Prisoners of War    What is Geneva Convention (III) Relative to the Treatment of Prisoners of War?  

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

 
15 Do now: Common Errors in English -- Explain how you use ENGLISH/BRITISH

Quiz on unit 11.

 

HB B  Prisoners of War    What is Geneva Convention (III) Relative to the Treatment of Prisoners of War?  

 

ENJOY YOUR VACATION!

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning

BACK TO TOP

WEEK TWO

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 
25 Do now: Common Errors in English -- Explain how you use ASSURE/ENSURE/INSURE

Vocabulary List Five--  Here   Copy the shortened list of 10 words and define as needed.  Define each word and be prepared for quiz on Friday to spell and define.  You pick-- complete a Vocabulary Map  (sample here) for each word---  OR  on a separate sheet of paper, rewrite the sentences.

 

HB A  Notes on Tone, Read "A Good Day"  by Primo Lev (from Survival in Auschwitz) pages 906-910 and answer questions 1-9 page 911.  

(RL & RI)  

(W) 2 4 9

(SL )

(L) 1-6

Cooperative Learning Modes of Reading Modeling

 

 
26 Do now: Common Errors in English -- Explain how you use ET AL.

Create a Found Poem using only dialogue (text)  from The Pianist or "A Good Day" (What is a found poem?)

It must be 15 lines minimum (for a passing grade).

It must use dialogue (text) from the film or short story.

Turn in your notes worth one notebook test grade.

Turn in the poem, explain (in a SIM paragraph) the tone of your poem with examples from your poem for three HW assignments-- due Monday.

Begin The Pianist.

HB B  Notes on Tone, Read "A Good Day"  by Primo Lev (from Survival in Auschwitz) pages 906-910 and answer questions 1-9 page 911.  

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Responses to Literature

 
27 Do now: Common Errors in English -- Explain how you use ETHICS/MORALS/MORALE

The Pianist  work on Found Poem assignment notes.

 

HB A  The Pianist  work on Found Poem assignment.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Responses to Literature

 
28 Do now: Common Errors in English -- Explain how you use EXASPERATE/EXACERBATE

The Pianist  work on Found Poem assignment actual poem and SIM paragraph for Monday.

HB B  The Pianist  work on Found Poem assignment.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Responses to Literature

 
29 Do now: Common Errors in English -- Explain how you use EXCEPTION PROVES THE RULE

Quiz on Vocabulary List Five--  Here.

Complete The Pianist  work on Found Poem assignment actual poem and SIM paragraph for Monday.

 

HB A Complete The Pianist  work on Found Poem assignment actual poem and SIM paragraph for Monday.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning

 

BACK TO TOP

WEEK THREE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated instruction (evident twenty four hours a day daily, but not limited to, Technological Differentiation Supporting Digital Age Learners through the use of dropthemouse.com) addressing the NYS English Language Arts learning standards through required curriculum elements and as a supplement to classroom instruction:

Differentiated Instruction:   Scaffolded Instruction   Modeling   Cooperative Learning   Having Choices    Independent Reading and Writing    Modes of Reading   Prior Knowledge Activation    Responses to Literature    Adjusting Questions   Curriculum Compacting   Learning Contracts    Anchoring Activity    Cubing & Extension Menus    Flexibility  Literature Circles    Assessment   Socratic Seminar   Choice Activities   Grouping    Tiered Lessons/Activities   Independent Study  Centers   

Strategic Instruction Model: Strategic Instruction Model

Learning Standards: READING  (RL & RI)   WRITING  (W)  SPEAKING AND LISTENING   (SL)  LANGUAGE   (L)

 

May 2 Do now: Common Errors in English -- Explain how you use EXPLICITLY/IMPLICITLY

Found Poem assignment due.

Introduction to The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd and Notes.

STEP 1  Create  10 haiku five on the following topics (barbeque, taking a test, summer, silence, the beach) and five of your own devising for a total of ten due Wednesday.

HB B   An introduction to a literary style now known as magic realism employed by Gabriel García Márquez a style born in Latin America but now imitated by writers (and filmmakers) the world over, combines incredible events with realistic details and relates them all in a matter-of-fact tone.  Discuss and answer questions from as directed.

Read "Tuesday Siesta" 958-963 and answer questions 1-8 in sentences keep in your notebooks for final review.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Socratic Seminar

 

 

3 Do now: Common Errors in English -- Explain how you use EXPRESSES THAT

Step 2 Create  5 cinquain on the topics of your own devising due Wednesday.

HB A   An introduction to a literary style now known as magic realism employed by Gabriel García Márquez a style born in Latin America but now imitated by writers (and filmmakers) the world over, combines incredible events with realistic details and relates them all in a matter-of-fact tone.  Discuss and answer questions from as directed.

Read "Tuesday Siesta" 958-963 and answer questions 1-8 in sentences keep in your notebooks for final review.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Socratic Seminar

 
4 Do now: Common Errors in English -- Explain how you use  FAIR/FARE

Haiku and Cinquain are due.

Notes on how to label a pattern.

Step 3  Due Friday  --- Write five different pattern poems (of a minimum of ten lines each) and label each pattern!

Note, the pattern doesn’t have to be ten lines but you must continue the poem for at least that long as the pattern requires… you may run out of words that rhyme in an a b poem.

HB B    Study of a literary style now known as magic realism employed by Gabriel García Márquez a style born in Latin America but now imitated by writers (and filmmakers) the world over, combines incredible events with realistic details and relates them all in a matter-of-fact tone.Discuss and answer questions from as directed. -- IN A WELL PLANNED SIM PARAGRAPH, EXPLAIN HOW THIS TECHNIQUE IS EFFECTIVE OR NOT IN DEALING WITH SERIOUS TOPICS LIKE FASCISM USE EXAMPLES FROM THE TEXT-- due Monday.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Tiered Lessons/Activities Socratic Seminar

 
5 Do now: Common Errors in English -- Explain how you use FARTHER/FURTHER

Work on the five different pattern poems (of a minimum of ten lines each) and label each pattern.

 

 

HB A   (+ 15 per 2)  Study of a literary style now known as magic realism employed by Gabriel García Márquez a style born in Latin America but now imitated by writers (and filmmakers) the world over, combines incredible events with realistic details and relates them all in a matter-of-fact tone. Discuss and answer questions from as directed.-- IN A WELL PLANNED SIM PARAGRAPH, EXPLAIN HOW THIS TECHNIQUE IS EFFECTIVE OR NOT IN DEALING WITH SERIOUS TOPICS LIKE FASCISM USE EXAMPLES FROM THE TEXT-- due Monday.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Tiered Lessons/Activities Socratic Seminar

 
6 Do now: Common Errors in English -- Explain how you use FOREGO/FORGO 

PATTERN POEMS ARE DUE.

Complete Metaphor Worksheet and take notes as needed to complete SIM Paragraph -- both due Monday.

HB B   Study of a literary style now known as magic realism employed by Gabriel García Márquez a style born in Latin America but now imitated by writers (and filmmakers) the world over, combines incredible events with realistic details and relates them all in a matter-of-fact tone. Discuss and answer questions from as directed. -- IN A WELL PLANNED SIM PARAGRAPH, EXPLAIN HOW THIS TECHNIQUE IS EFFECTIVE OR NOT IN DEALING WITH SERIOUS TOPICS LIKE FASCISM USE EXAMPLES FROM THE TEXT-- due Monday.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Tiered Lessons/Activities Socratic Seminar

 

BACK TO TOP

WEEK FOUR

 

Date

 

 

 
May 9 Do now: Common Errors in English -- Explain how you use  FORSEE / FORESEE

Metaphor Worksheet and take notes as needed for extended metaphor assignment.

5 pattern poems (of a minimum of ten lines each) and label each pattern due

 

HB A   Complete Metaphor Worksheet and take notes as needed.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Tiered Lessons/Activities Socratic Seminar

 
10 Do now: Common Errors in English -- Explain how you use  FOREVER/FOR EVER

 

Extended Metaphor Poem as assigned in class.

HB B   Extended Metaphor Poem

 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Socratic Seminar

 

 

11 Do now: Common Errors in English -- Explain how you use  FORMALLY/FORMERLY

 The Sonnet.

The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

HB A   Complete one Sonnet due Friday.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Socratic Seminar

 
12 Do now: Common Errors in English -- Explain how you use  FORWARD/ FORWARDS/ FOREWORD

Complete one Sonnet due Friday.

HB B    Complete one Sonnet due Friday.

 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning

 
13 Do now: Common Errors in English -- Explain how you use  FRANKLY

As we begin Literature of the Americas  --Read  page 937 -939 and  Sonnets 49 and 71  by Pablo Neruda and answer questions 1-7 in sentences due at the end of the period.  Of course they are different from Shakespearian Sonnets but what is in common?

The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

HB A   Answer questions 1-7(page 937 -939) in sentences due Monday.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

 

BACK TO TOP

WEEK FIVE

 

Date

 

 

HB B   

 
May 16 17 Do now: Common Errors in English -- Explain how you use  GERUNDS & PRONOUNS
 

Background: Under many dictatorial governments, spreading ideas that undermine the government’s authority is illegal. In such states, officials are hired to read mail and other writing and to destroy whatever they deem “dangerous.” The writers themselves—and the recipients—may also be punished. Speaking about her own writing in Argentina, Valenzuela recalls that one “could not show the product even to one’s most intimate friends, for fear of endangering them.”

Examining Issues: The Role of the Writer
For many writers, the purpose of their art is twofold: to preserve a record of human experience and to bring about change in society. A writer might attempt to encourage social change by broadening readers’ experiences of life or making readers more sensitive to the sorrows and joys experienced by people in different socioeconomic or cultural groups. Some writings have actually sent ripples through society and produced political changes.

Reading--- "The Censors”  by Luisa Valenzuela page 966- 968 and answer 1-10 on page 969 in complete sentences in review for the final exam.

HB B   The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

Introduction to concrete poetry--  for your project -- Create one concrete poem-- examples:        What's "wrong" here? Plane or ? fox or? Hand or? Create one concrete poem for your project. Stuck ? here. 

e-poetry  BBC Poetry On Display 

 

 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
17 16 Do now: Common Errors in English -- Explain how you use  GONNA / GOING TO

We Begin Literature of Africa and the Middle East--

Read Before You Read  page 1023 and define apartheid then listen to (read)  “The Prisoner Who Wore Glasses” pages 1024-29 --Then choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by the author. Using specific details from that passage, in a well-developed SIM paragraph, show how the author uses that element or technique
to develop the passage due Wednesday as a quiz grade
in review for the final exam.

HB A   The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

Introduction to concrete poetry--  for your project -- Create one concrete poem examples here  or  here.      Create one concrete poem for your project.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
18 15 Do now: Common Errors in English -- Explain how you use   GOOD/ WELL

Open to "Before You Read"  page 1023  read “Dead Men’s Path”  Pages  997-999 then --- write a well-developed SIM paragraph in which you use ideas from both “The Prisoner Who Wore Glasses” and “Dead Men’s Path” to establish a controlling idea about CONFLICT. Develop your controlling idea using specific examples and details from each passage due Thursday as a quiz grade in review for the final exam.

HB B   Work on open letter to the reader-- complete a T and O of the tower diagram The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
19 14 Do now: Common Errors in English -- Explain how you use  GRAMMER / GRAMMAR
Reading "Life Is Sweet at Kumansenu" page 986 --994 

 

HB A   Work on open letter to the reader-- complete a T and O of the tower diagram The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
20 13 Do now: Common Errors in English -- Explain how you use  GREATFUL  GRATEFUL

Complete Reading "Life Is Sweet at Kumansenu" page 986 --994 and answer 1-9 in complete sentences in review for the final exam.

HB B   The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

Complete the Salutation, Body, and Closing for the project required letter.  We are in the computer lab next week. 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

BACK TO TOP

WEEK SIX

 

Date

 

 
May 23 12 Do now: Common Errors in English -- Explain how you use GROUP (PLURAL VS. SINGULAR)

The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

Complete the Salutation, Body, and Closing for the project required letter.  We are in the computer lab next week. 

Poems returned.  Free Verse: FREE VERSE is a kind of poetry that has no real rhythm or pattern, so you can put words together in all sorts of ways.  There is no set syllable structure and there is no end rhyme... rely on pure imagery, and other devices.  Create 1 poem of 15 lines minimum (include examples of all five aspects of imagery).

HB A   Continue viewing excerpts of Worse than War Answer questions about "eliminationism" as distributed in class.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
24 12Do now: Common Errors in English -- Explain how you use HAREBRAINED / HAIRBRAINED

Continue viewing excerpts of Worse than War Answer questions about "eliminationism" as distributed in class.

Poems returned. H.W. meet in computer lab as scheduled to work on projects.

HB B  Complete the open letter to the reader/  Continue viewing excerpts of Worse than War Answer questions about "eliminationism" as distributed in class.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
25 11 Do now: Common Errors in English -- Explain how you use HERO/ PROTAGONIST

1 2118 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

3 1102 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

HB A   2 1211 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

26 10 Do now: Common Errors in English -- Explain how you use HIM, HER/ HE, SHE

1- 1102 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

3 -2118 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 
 

HB B   2- 1102 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

27 9 Do now: Common Errors in English -- Explain how you use I/ ME/ MYSELF

Period 1- 2120 to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

Period 3 in classroom. View the excerpts of the episode Limerick Slam  (begin at 10 min and 15min) identify rhyme scheme (pattern), syllable structure, and scan the poem.  Create a valid limerick for extra credit on your project.

HB A   2- 1211 the last day to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd for per 1/ 2a

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

BACK TO TOP

WEEK SEVEN

 

Date

 

 
off  
May 31 8 Do now: Common Errors in English -- Explain how you use IGNORANT


Final Exam Review:  Critical Lens and a TOWER Diagram.  Critical Lens assignment distribted in class.

HB B   Period 2 1211 work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
June 1 7 Do now: Common Errors in English -- Explain how you use IMPLY/INFER

Complete the TOWER diagram as distributed. TSLOFUCL  Your final exam will be graded in part on a completed tower diagram!

HB A   View the excerpts of the episode Limerick Slam  (begin at 10 min and 15min) identify rhyme scheme (pattern), syllable structure, and scan the poem.  Create a valid limerick for extra credit on your project.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
2 6 Do now: Common Errors in English -- Explain how you use INTENSIFIERS

Review definition of MOOD on page 1079  and Background

Read Requiem then, write a letter to Bei Dao, responding to what he says about the importance of poetry (see the first paragraph of his biography on page 1078). Do you agree or disagree that poetry is central to human beings? Support your opinion by referring to your own experiences and to “Requiem” or poems by other authors. Do you think that a poem like “Requiem” can make a difference in society and change people’s views?  Due Monday.

HB B    2- 2118 the last day to work on The “SHOW ME DON’T TELL ME” Poetry PROJECT!  due June 3rd 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
3 5 Do now: Common Errors in English -- Explain how you use INTEGRATE / INTERGRATE

HW-- Complete the letter to  letter to Bei Dao due Monday.

Review SIM PARAGRAPH structure.

Write a well-developed paragraph in which you use ideas from Empire of the Sun to establish a controlling idea about possessions. Develop your controlling idea using specific examples and details from each of the following perspectives: Jim (Jamie) Graham before the invasion and Jim after the invasion.

Missed the scene?  read the synopsis here and complete the assignment.

 

HB A   Use this period to complete the letter to  letter to Bei Dao due Monday.

 

Poetry Project Due (if there is trouble with a computer the project may be neatly printed with pen)  if it is going to be late and you do not want a penalty please have a parent jot a note to me saying they are aware of the lateness).

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

BACK TO TOP

WEEK EIGHT

 

Date

 

 
June 6 4 Do now: Common Errors in English -- Explain how you use ISSUES / PROBLEMS

Turn in the letter to  letter to Bei Dao assignment.

Continue Empire Assignment: 

Write a well-developed paragraph in which you use ideas from Empire of the Sun to establish a controlling idea about possessions. Develop your controlling idea using specific examples and details from each of the following perspectives: Jim (Jamie) Graham before the invasion and Jim after the invasion.

Missed the scene?  read the synopsis here and complete the assignment.

FINAL EXAM  2011 

BRING two sharpened number two pencils and a pen of blue or black ink.

Tuesday June 14  12:00 p.m. – 2:00 p.m.

Period 1 meets in room 1504

Period 3 Meets in room 1506

 

HB B   Work together on "making meaning" review assignment essay and definitions distributed in class: Try SHMOOP  and The Visual Thesaurus and Grammar and Writing Online Assistance to prepare!

REVIEW  SIM critical lens HERE

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
7 3 Do now: Common Errors in English -- Explain how you use ITCH/ SCRATCH

 Period 1 and 3 --meet in -2120 

Work together to complete the  "making meaning" review assignment essay and definitions distributed in class.

Try SHMOOP  and The Visual Thesaurus and Grammar and Writing Online Assistance to prepare!

 

HB A   5  Empire Assignment

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
8 2 Do now: Common Errors in English -- Explain how you use JOINT POSSESSIVES

Period 1  2120  and period 3   1211 

Try SHMOOP  and The Visual Thesaurus and Grammar and Writing Online Assistance to prepare!

HB B     Empire Assignment

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
9 1 Do now: Common Errors in English -- Explain how you use LATER/ LATTER

Work on Empire Assignment  

HB   Work together to Share "Making Meaning Review"

RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
10 0 Do now: Common Errors in English -- Explain how you use LAY/ LIE

Empire Assignment due before the end of class.   H.W. read over the review material and be sure to get to your final exam rested and with two number two pencils AND A PEN.  The final is skills based and requires that you use the SIM model of writing-- any last minute questions?

Poetry Projects returned asap if not today at final exam!

Multiple choice, paragraphs, critical lens essay with a TOWER diagram.

 

 REVIEW  SIM critical lens HERE

HW -- review "making meaning" review assignment essay and definitions distributed in class!

FINAL EXAM  2011 

BRING two sharpened number two pencils and a pen of blue or black ink.

Tuesday June 14  12:00 p.m. – 2:00 p.m.

Period 1 meets in room 1504

Period 3 Meets in room 1506

HB B    Work together to Share "Making Meaning Review"

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 

BACK TO TOP

WEEK NINE

 

Date

 

 
June 13 In school testing local exams as scheduled.
14 In school testing local exams as scheduled.

Multiple choice, paragraphs, critical lens essay with a TOWER diagram.

HW -- review "making meaning" review assignment essay and definitions distributed in class!

FINAL EXAM  2011 

BRING two sharpened number two pencils and a pen of blue or black ink.

Tuesday June 14  12:00 p.m. – 2:00 p.m.

Period 1 meets in room 1504

Period 3 Meets in room 1506

15 State testing as scheduled
16  
17  

Week 10

 

Date

 

 

June  20  
21  
22  
23  
  Conference Day