"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 10 R

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 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 this website) 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
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Sept. 7  

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.

Where no due date is indicated, it is due the same day but may be completed for HW due at the start of class the following day. The use of the phrase, "I'll work on it at home (later, at lunch, on the bus, in study hall etc.)" results in a lower participation grade and failure to earn credit that day-- you earn a passing grade today and everyday not later.

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.

 
See hard copy of lesson plans for this week.
8  You may work together to answer the following

"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(1.2 Check as done r)

 
 
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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 this website) 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 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 for Friday and be sure to bring your Participation Tickets!

Prepare to share your S.M.A.R.T. goals with the class Tuesday.  Be prepared for a test on smart goals Friday!  Literary Poster Assignment   (2.1 Check as done r) Due Friday.

 
See hard copy of lesson plans for this week.
14 Do now-- without looking what does SMART stand for?

Share your S.M.A.R.T. goals with the class.  Notes on HOW TO READ  then reading  Read "Kaffir Boy" p68-79 and answer 1-6 on page 80. (2.2 Check as done r

15 Without looking, give a definition of the literary term you have selected for your poster.

Complete questions on Kaffir Boy and work on Literary Poster.

16 Jot down the three places where you feel you actually belong the most and pick one to explain why.

Read the essay, "Blue Winds Dancing" p124-130  work on your own or with a partner to answer 1-5 in your notebook and be ready to turn in (2.3 Check as done r) .  Prepare for notebook test and to redeem your participation tickets.!

17 What is a topic sentence? 

Quiz on smart goals, notebook test and conferences to redeem participation.

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WEEK THREE   

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 this website) 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?  

Strategic Instruction Model, or SIM  Review the tower diagram.    

Strategic Instruction Model, or SIM   (T and O of tower review take notes as needed) Complete  All of Unit 6.  distributed in class. (Check as done 3.1      ) Checked in notebook.

Standard:1
21 Do now:  In writing what does TOWER stand for?

Meet in class then go to Library to pick up copy of Shakespeare’s shortest and bloodiest tragedy.  Macbeth tells the story of a brave Scottish general (Macbeth) who receives a prophecy from a trio of sinister witches that one day he will become King of Scotland.  Bring the play every day!   Modern translation here

Work together to complete a T. O. and W. on REVENGE! .   

Strategic Instruction Model, or SIM   "W"   Complete a TOWER diagram on one of the worksheets. Do you Do you get it?  or  ??? let me see!

 

Standard:1 Standard 4
22 Do now: Use the 5W's to "T" think about the topic of "predestination or free will" Do our parents and circumstances make us who we are?  What is the alternative?   

Begin a reading log with notes on the play, Macbeth.                                             The text  is here too!  

Modern translation here

Select parts on the board and begin reading the play Macbeth..

Do you get it?  or  ??? let me see!

 

Standard 2 Standard 3  

Standard 4

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

Select parts on the board and begin reading the play Macbeth..

Standard 2 Standard 3

Standard 4

24 Do now: We did the "T" and  "O" now fill out a tower diagram for your response to yesterday's do now.  

Select parts on the board and begin reading the play Macbeth..

 

 

Standard 2 Standard 3

Standard 4

 

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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 this website) 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: Begin a tower T on the topic of Television, Politics and People.

Strategic Instruction Model, or SIM    GRABBERS and CLINCHERS  REVIEW TSLOFU and take notes as needed. Do you get it?  or  ??? let me see!

Turn in Study Guide on act I.

Standard:1  
28

Do Now: Continue the tower by O coding and organizing.

Parent Teacher Night-- parents follow A day schedule.

Viewing an adaptation of Harrison Bergeron ( IMDb HERE) reflect in your notebook on the power of the media. In a Venn Diagram, compare and Contrast Harrison Bergeron with Macbeth do they have the same ambition?  What is there respective source of power?

(Check as done 4.2      ) 

 

  Standard 2 Standard 3  
29 Do Now: Continue the tower W write it in the tower diagram with topic sentences T.S. 

Work on Venn Diagram.

  Standard 2 Standard 3  
30 Do Now: Continue the tower W write it in the tower diagram and complete an introduction.

Work on Venn Diagram and turn in on Monday.

  Standard 2 Standard 3  
Oct. 1 If attending, meet in class for attendance then we go together according to announcements.

Due to the PEP RALLY announced Monday, the work for the week has changed from the lesson plans submitted Monday. Those plans are now reflected accurately here.

PEP RALLY

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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: TSLOFU  describe the function of a topic sentence.

Vocabulary List One--    Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence now-- not done? complete for HW.  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).  Macbeth Act I Vocabulary: 

 
Standard:1

Prior Knowledge Activation

 
5

Do Now: TSLOFU  Why are lead sentences paired with follow up sentences?

Continue reading log with notes on the play, Macbeth.                                             

The text  is here too!                 Modern translation here

Select parts on the board and begin reading the play Macbeth  or read along with audio.

Complete Study Guide on act II as we read, due Friday  (Check as done 5.1      ) 

 
Standard 2 Standard 3

Modes of Reading

 
6

Do Now: Write a clueing TS for one of the vocabulary words this week.

Continue reading log with notes on the play, Macbeth.                                             

The text  is here too!                 Modern translation here

Select parts on the board and begin reading the play Macbeth  or read along with audio.

Complete Study Guide on act II as we read 

 
Standard 2 Standard 3

Modes of Reading

 
7

Do Now: Write a Specific TS for one of the vocabulary words this week.

Continue reading log with notes on the play, Macbeth.                                             

The text  is here too!                 Modern translation here

Select parts on the board and begin reading the play Macbeth  or read along with audio.

Complete Study Guide on act II as we read  and prepare for quiz.

 
Standard 2 Standard 3

Modes of Reading

 
8 Do Now: Write a LO and FU  for one of the topic sentences we wrote this week.

QUIZ-- Vocabulary List One

Demonstration of learning

 

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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 Columbus Day  
12
Do Now:  What must come between a lead off and follow up sentence?

Vocabulary List --    Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence now-- not done? complete for HW.  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).  Macbeth Act II Vocabulary:

largess, prate, husbandry, stealthy, summons, palpable, augment, sentinel, entreat, minion

 

 

Standard:1

Prior Knowledge Activation

 

 

13

Do Now: Write a Specific TS LO FU for one of the vocabulary words this week largess

Continue reading log with notes on the play, Macbeth.                                             

The text  is here too!                 Modern translation here

Select parts on the board and begin reading the play Macbeth  or read along with audio.

Complete Study Guide on act III- IV as we read  and prepare for quiz.

 
Standard 2 Standard 3

Modes of Reading

 

 

14 Do Now: Write a Specific TS LO FU for one of the vocabulary words this week augment

Continue reading log with notes on the play, Macbeth.                                             

The text  is here too!                 Modern translation here

Select parts on the board and begin reading the play Macbeth  or read along with audio.

Complete Study Guide on act III- IV as we read  and prepare for quiz.

 

Standard 2 Standard 3

Modes of Reading

 

 

15 Do Now: Write a Specific TS LO FU for one of the vocabulary words this week  summons

Quiz on Spelling and Vocabulary

Demonstration of learning

 

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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:  What tense do we use to write about literature?  Macbeth Murders the King in the play  or Macbeth Murdered the king in the Play?

Vocabulary List --    Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence now-- not done? complete for HW.  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).

Macbeth Act III

bestow, buffet, champion, chide, dauntless, ecstasy, mirth, posterity, rancour clamour

 
Standard:1

Prior Knowledge Activation

 

 

19 Do Now:  TSLOFU CL  dauntless-- connect to literature?

Introduction to Macbeth Project.  Working in Groups or alone on  Macbeth Project  View excerpts Masterpiece Theater:  HEREThis project is worth 20% of your quarter grade and is due on Nov 5th.  Rough Draft is 25% total grade.

 

Standard:1 Standard 2 Standard 3 Standard 4

Cooperative Learning Having Choices Responses to Literature

20 Do Now:  TSLOFU CL  posterity-- connect to literature?

Working in Groups or alone on  Macbeth Project.. View excerpts Masterpiece Theater:  HERE

Standard:1 Standard 2 Standard 3 Standard 4

Cooperative Learning Having Choices Responses to Literature

21 Do Now:  TSLOFU CL  chide-- connect to literature?

Working in Groups or alone on  Macbeth Project.. View excerpts Masterpiece Theater:  HERE

Standard:1 Standard 2 Standard 3 Standard 4

Cooperative Learning Having Choices Responses to Literature

22  

Do Now:  TSLOFU CL  rancour-- connect to literature?

Quiz on Spelling and Vocabulary

 
Demonstration of learning

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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:  

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. 25
Do now-- select a project you will work on for the project and write it in the do now section of your notebook.

Complete study guide and work with your team to prepare for the Quiz Tuesday

Vocabulary List --    Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence now-- not done? complete for HW and to be collected.  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).

blaspheme, confound, deftly, gall, potent, resoluteplight, disdain, dispatch, sovereign

 
Standard:1

Prior Knowledge Activation

 

 

 
26 Do now-- Explain the role of evil in Macbeth in a few sentences.

Macbeth Quiz in class. Write a rough draft based on your choice of project in order to sit at a computer in the lab.

Standard:1 Standard 2 Standard 3 Standard 4

Cooperative Learning Having Choices Responses to Literature Demonstration of learning

 
27 Meet in 1102 Macbeth Project.

You must have  a rough draft based on your choice of project in order to sit at a computer in the lab.

Standard:1 Standard 2 Standard 3 Standard 4

Cooperative Learning Having Choices Responses to Literature

 
28 Meet in 2118 Macbeth Project.

You must have  a rough draft based on your choice of project in order to sit at a computer in the lab.

Standard:1 Standard 2 Standard 3 Standard 4

  Having Choices Responses to Literature

 
29 Meet in 2118 Macbeth Project.

You must have  a rough draft based on your choice of project in order to sit at a computer in the lab.

Standard:1 Standard 2 Standard 3 Standard 4

  Having Choices 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 (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

 

Nov. 1

 

Meet in 1102 Macbeth Project. 

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

Vocabulary List --    Copy the shortened list of 10 words and define as needed.  Use the word correctly in a sentence now-- not done? Complete for HW and to be collected.  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 on both this week and last week.  You will be read the words that you will spell (4pts), define (4pts) and use correctly in a sentence (2 pts).

antidote, bane, dispatch, epicure, equivocation, mortified, oblivious, sear, usurper, vouchsafe,

 Look up each word at http://www.vocabulary.com/ and use correctly in sentences

 

 

Standard:1 Standard 2 Standard 3 Standard 4

  Having Choices Responses to Literature

 
2 Conference Day
3

Do Now:   If you could wish for anything what would it be?

Reading    “The Monkey’s Paw”  by W.W. Jacobs and complete the reading for meaning chart in your group.

Online HERE

 
Standard:1 Standard 2 Standard 3 Responses to Literature
4

 Do Now:   equivocation  TSLOFUCL

Share your answers:

 Reading for Meaning: "The Monkey's Paw"

  1. Why does the story start with the father and son playing chess? Does the father’s strategy at the chess game tell you anything about his personality? If so, what?
  2. Note any of the characters’ actions you feel are significant on the chart below. What conclusions can you draw about each of the characters from analyzing their actions?

Character

Action

Conclusion

Mr. White

Yells about the foul weather and the poor condition of the road they live on.

He’s frustrated because he has lost at chess and he is getting rid of his emotions.

Mr. White

 

 

Mrs. White

 

 

Mrs. White

 

 

Herbert White

 

 

Herbert White

 

 

Major Morris

 

 

Major Morris

 

 

  1. Sergeant Major Morris describes the monkey's paw in this way: "It had a spell put on it by an old fakir,…a very holy man. He wanted to show that fate ruled people’s lives, and that those who interfered with it did so to their sorrow. "  What does Morris’ statement mean when you first read it? What does it mean after you have read the entire story? Is his comment significant? If so, why?
  2. Why does Major Morris throw the monkey's paw onto the fire and why do the Whites react so strongly?
  3. What happens to Herbert White?
  4. What do you think happened at the end of the story? Why does Mr. White beg his wife not to let "it" into the house? What does he mean? What is he afraid of? Who or what was outside of the house?
  5. What makes Jacobs' style of writing unique? Read the following passage and think about how he puts his words together to create a mood. Underline words or passages that seem important to you.

"…and a horrible fear that his wish would bring his mangled son before him ere he could escape from the room seized upon him , and he caught his breath as he found he had lost the direction of the door. His brow cold with sweat, he felt his way around the table, and groped along the wall until he found himself in the small passage with the unwholesome thing in his hand."

  1. How does Jacobs set the mood and/or tone of the story? How does he build suspense? Think about the way he uses silence as a way to create a mood. What does he describe at the end as the husband and wife lie in bed waiting for their wish to come true?
 
Standard:1 Standard 2  Standard 4 Responses to Literature
5 Do Now:   confound  TSLOFUCL

Quiz on Spelling and Vocabulary From this week and last week!

Standard:1 Demonstration of learning

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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:  

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

 

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

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!

 
Standard:1

Prior Knowledge Activation

 

Independent Reading and Writing

 

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

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  

Modeling

Independent Reading and Writing

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

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 distributed and turn it in!

Review here as needed:  Strategic Instruction Model, or SIM

Prepare for quiz!

 
Standard1  Standard 3  

Independent Reading and Writing

Having Choices

 
11 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!

 
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:  

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

 

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)

 
Standard:1

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

16

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

Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 10. Begin Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 11.

Standard:1 Standard 3
17

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

 Be prepared to turn in worksheet on Self Defined Values  be prepared to discuss your responses Turn in Part B and C of Roots.

Standard 4 Prior Knowledge Activation Independent Reading and Writing
18 Do now: Common Errors in English  Explain the difference in how you use  Alls I know  / All I know

Introduction to the Second Quarter Project  "Click on the Ruby Slippers!"  Begin Prewriting/Media Log

Standard 2 Standard 3

Modes of Reading Independent Reading and Writing Having Choices

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

Second Quarter Project   "Click on the Ruby Slippers!"

Scaffolded Instruction Standard 2 Standard 3 Modes of Reading

 

 

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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:  

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

 

Nov. 22 Do now: Common Errors in English  Explain the difference in how you use  AMBIVALENT/INDIFFERENT

Second Quarter Project   "Click on the Ruby Slippers!"

Standard 2 Standard 3

Modes of Reading Independent Reading and Writing Having Choices

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

\ Second Quarter Project   "Click on the Ruby Slippers!"

Standard 2 Standard 3

Modes of Reading Independent Reading and Writing Having Choices

 
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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:  

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

 

Nov. 29 Do now: Common Errors in English  Explain the difference in how you use  ACCEPT/EXCEPT

 

Second Quarter Project   "Click on the Ruby Slippers!"

USE A TOWER DIAGRAM and show all steps in a well thought out essay using SIM Paragraphs and Parenthetical Citation according to the MLA.

You are going to write an essay incorporating any of the following three themes found in The Wizard of OZ and you must use parenthetical citation to cite (according to the MLA) two examples from the film or text for each theme you select as you develop your SIM paragraphs.

Human Kindness/ Pride/Hubris/ Family/ Selflessness/ Social responsibility/ Courage/ Determination/ Education/ Fortitude

Today, you should have completed the prewriting sheet.  Use this to brainstorm a list of 5w's for your 2nd quarter project on one of the themes above.  Turn this in with your final typed essay.

 

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  AISLE/ISLE

Today, use your brainstormed list of 5w's for your 2nd quarter project on one of the themes above to O (organize and code the topics) on a separate sheet of paper. Turn this in with your final typed essay.

 

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  AND ALSO

Write the Body Paragraphs for your essay using SIM. Strategic Instruction Model, or SIM

 

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  ASPECT/RESPECT

Write the Body Paragraphs for your essay using SIM. Strategic Instruction Model, or SIM

 

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  AVOCATION/VOCATION

Write the Introduction and Conclusion Paragraphs for your essay using SIM. Strategic Instruction Model, or SIM

 

 

 

Standard 1  Standard

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

Demonstration of learning

 

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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:  

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

 

Dec. 6

 

Meet in 1102

13 class days remain until holiday break!

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

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
7

Meet in 1102

12 class days remain until holiday break!

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

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
8

Meet in 1102

11 class days remain until holiday break!

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

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
9

Meet in 1102

10 class days remain until holiday break! 

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

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
10 9   class days remain until holiday break!

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

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, NEXT Friday.  

 

Meet in CLASSROOM Project is Due MONDAY.

Standard:1

Prior Knowledge Activation

Independent Reading and Writing

 

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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

 

Dec. 13 Do now: Common Errors in English -- Explain the difference in how you use BACKUP/BACK UP

REMINDER  Level 10 Roots Building Vocabulary from Word Roots, Lesson 4-- quiz Friday.

Focus on Poetry (in purple text) pages 133 and terms134 Take notes as directed.  Review Strategies for reading on bottom of 134

Read the two poems p 135-137 answer 1,2,3 on 136 in lead /followup format only.

 

 

 Standard:1 Standard 2 Standard 3 Scaffolded Instruction Modeling Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature
14
Do now: Common Errors in English -- Explain the difference in how you use BACKWARD/BACKWARDS

Read the two poems p 135-137 answer 1,2,3 on 136 in complete sentences and complete the questions 1-6--138 in lead /followup format only.

 
 Standard:1 Standard 2 Standard 3 Scaffolded Instruction Modeling Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning
15 Do now: Common Errors in English -- Explain the difference in how you use BACKYARD/BACK YARD  

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

Standard:1 Standard 2 Standard 3 Standard 4   Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning
16 Do now: Common Errors in English -- Explain the difference in how you use BAITED? Or BATED BREATH/ 

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

Standard:1 Standard 2 Standard 3 Standard 4   Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning
17 Lesson 4-- quiz TODAY  Turn in Holiday Poem and Lead follow up responses to questions on the reading from this week.  Standard:1 Standard 2 Standard 3 Standard 4   Modeling Cooperative Learning Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

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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

 

Dec. 20 3 Do now: Common Errors in English -- Explain the difference in how you use BARTER/HAGGLE

Second Quarter Project is due with Prewriting.

Review for use on the regents exam and the midterm exam in 11R:    A CHRISTMAS CAROL by Charles Dickens shares a surprising amount with our study of American Literature as is evidenced by comparison to A Raisin in the Sun.  Review notes on Romanticism and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Scrooge and Walter of A Raisin in the Sun in a Venn diagram.  Can you compare the characters? Be specific about what the authors did to allow us to identify with and understand the characters.

 

Standard 1

Standard 2

Standard 3

Modeling Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

21 2 Do now: Common Errors in English -- Explain the difference in how you use BASED AROUND, BASED OFF OF, BASED ON

RReview for use on the regents exam and the midterm exam in 11R:    A CHRISTMAS CAROL by Charles Dickens shares a surprising amount with our study of American Literature as is evidenced by comparison to A Raisin in the Sun.  Review notes on Romanticism and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Scrooge and Walter of A Raisin in the Sun in a Venn diagram.  Can you compare the characters? Be specific about what the authors did to allow us to identify with and understand the characters.

 

Standard 1

Standard 2

Standard 3

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

 

 

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

Review for use on the regents exam and the midterm exam in 11R:    A CHRISTMAS CAROL by Charles Dickens shares a surprising amount with our study of American Literature as is evidenced by comparison to A Raisin in the Sun.  Review notes on Romanticism and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Scrooge and Walter of A Raisin in the Sun in a Venn diagram.  Can you compare the characters? Be specific about what the authors did to allow us to identify with and understand the characters.

Standard 1

Standard 2

Standard 3

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

 

 

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

Review for use on the regents exam and the midterm exam in 11R:    A CHRISTMAS CAROL by Charles Dickens shares a surprising amount with our study of American Literature as is evidenced by comparison to A Raisin in the Sun.  Review notes on Romanticism and identify as many aspects of Romanticism as you can in your reading log in order to compare and contrast Scrooge and Walter of A Raisin in the Sun in a Venn diagram.  Can you compare the characters? Be specific about what the authors did to allow us to identify with and understand the characters.

 

Standard 1

Standard 2

Standard 3

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

 

 

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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

 

Jan. 3 Happy New Year! Welcome back!

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

REGENTS REVIEW

Short-Response Questions (it's SIMple!) Strategic Instruction Model, or SIM.

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

Strategic Instruction Model, or SIM

 

 

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

REGENTS REVIEW

 Short-Response Questions (it's SIMple!) Strategic Instruction Model, or SIM.

PRACTICE Step by Step SIM PARAGRAPH  "Traveling from your house to school"  Complete a paragraph according to our model. Due today-- On a separate sheet of paper, write the three details in your topic sentence.  The three transitions you used in the LO FU and the clincher. Correct and re-write your paragraph if you left any thing out.  Turn both in.

Strategic Instruction Model, or SIM

 

Standard1 Standard 2 Standard 3

Independent Reading and Writing  Having Choices Demonstration of learning

5 Do now: Common Errors in English -- Explain the difference in how you use BESIDE/BESIDES

REGENTS REVIEW

Short-Response Questions (it's SIMple!) Strategic Instruction Model, or SIM.

PRACTICE Write an Expository Paragraph ----   Facts SIM PARAGRAPH  "Types of movies"-- Complete a paragraph according to our model. Due today.

Strategic Instruction Model, or SIM

 

Standard1 Standard 2 Standard 3

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...

REGENTS REVIEW

 Short-Response Questions (it's SIMple!) Strategic Instruction Model, or SIM.

PRACTICE Write an Expository Paragraph ----   Facts SIM PARAGRAPH  "Types of movies"--  Complete a paragraph according to our model. Due today-- On a separate sheet of paper, write the three details in your topic sentence.  The three transitions you used in the LO FU and the clincher. Correct and re-write your paragraph if you left any thing out.  Turn both in.

Strategic Instruction Model, or SIM

 

Standard1 Standard 2 Standard 3

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 

REGENTS REVIEW

AUTHOR'S PURPOSE ---- DEVICES or TECHNIQUES  complete definitions and reasons.

Literary Paragraphs (it's SIMple!) Strategic Instruction Model, or SIM.

 

Standard1 Standard 2 Standard 3

Independent Reading and Writing  Having Choices Demonstration of learning

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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:  

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

 

Jan.  10

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

IF YOU STILL OWE ME A PROJECT IT IS DUE THIS WEEK!!!!

REGENTS/Midterm REVIEW

AUTHOR'S PURPOSE ---- DEVICES or TECHNIQUES  complete definitions and reasons.

Literary Paragraphs (it's SIMple!) Strategic Instruction Model, or SIM.  DUE FRIDAY.

Be prepared for a NOTEBOOK TEST Friday be sure you are up to date with all assignments-- also there will be a SIM QUIZ Friday be able to identify all the parts of a SIM paragraph and THEME.

 

Standard1 Standard 2 Standard 3 Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature Demonstration of learning
11

Seniors report to LGI at 8am for regents exam.

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

Read together, "A Californian's Tale" by Twain and "To a Traveler" 431-439Answer 1-5 on page 439. Due Friday.

 
Standard1 Standard 2 Standard 3 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

Answer 1-5 on page 439

 

Using "A Californian's Tale" by Twain and "To a Traveler" 431-439 complete the following Regents Short Answer Question due Friday.

 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 one of the authors. Using specific details from that passage, in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

 
Standard1 Standard 2 Standard 3 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

Using "A Californian's Tale" by Twain and "To a Traveler" 431-439 complete the following Regents Short Answer Question  due Friday.

 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 one of the authors. Using specific details from that passage, in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

Standard1 Standard 2 Standard 3 Independent Reading and Writing Modes of Reading 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

SIM QUIZ  be able to identify all the parts of a SIM paragraph and THEME.

Be Prepared for a NOTEBOOK TEST TODAY  be sure you are up to date with all assignments.

 

Standard1 Standard 2 Standard 3 Prior Knowledge Activation Responses to Literature Demonstration of learning

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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:  

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

  off

 

Jan. 18

 

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

BY/’BYE/BUY

Turn in "A Californian's Tale" by Twain and "To a Traveler" 431-439 be sure to complete the following Regents Short Answer Question  that were due Friday.

 

Work on MLK Assignment

 

Standard1 Standard 2 Standard 3

Responses to Literature

Prior Knowledge Activation

 

19 Do now: Common Errors in English -- Explain the difference in how you use

BY FAR, FAR AND AWAY

Work on MLK Assignment

Task I /Midterm Practice

“I Have a Dream”

 

Take notes on the speech as if it were a Listening Passage for a Task I and answer the questions in paragraph short answer format.

Complete Fill in Exercise.

 

Standard1 Standard 2 Standard 3

Responses to Literature

Having Choices Independent Reading and Writing

 

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

CANNED GOODS

Work on MLK Assignment

 

Standard1 Standard 2 Standard 3

Responses to Literature

 

21 Do now: Common Errors in English -- Explain the difference in how you use CENSOR/CENSURE/SENSOR/CENSER

Work on MLK Assignment 

BE SURE TO COME IN FOR YOUR MIDTERM EXAM ---------- WORTH 20% of your grade for the year!

 

Standard1 Standard 2 Standard 3

Responses to Literature

 

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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:  

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. 24 Testing   Week  
25    
26    
27    
28    

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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 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. 

 

(RL & RI)  

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Modes of Reading Cooperative Learning Scaffolded Instruction
Feb. 1 Do now: Common Errors in English -- Explain  how you use     CATCH 22

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

Modes of Reading Cooperative Learning Scaffolded Instruction
2 Do now: Common Errors in English -- What is the past tense of   "catch?"

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

 

(RL & RI)  1 2 10

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Responses to Literature  Demonstration of learning

Independent Reading and Writing 

 

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

Walt Whitman Poetry Contest-- Sign up for a food (no duplicates in class).

Brainstorm and code for your selected topic due at end of class Friday. 

Study for quiz on lesson 5

 

(RL & RI)  10 11

(W) 4 5 10

(SL ) 

(L)

Responses to Literature  Demonstration of learning

Independent Reading and Writing 

 

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

Quiz on lesson 5 and work on poem.

 

(RL & RI)  

(W) 4

(SL ) 6

(L) 4 5 6 – 1 2

Prior Knowledge Activation Demonstration of learning

Independent Reading and Writing 

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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

Pick up Cyrano de Bergerac from library bring every day as part of literature circles-- an introduction and reading in class.

 

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Modes of Reading 

 

8 Do now: Common Errors in English -- Explain  how you use  CLASSIC/CLASSICAL/ epic?

Cyrano de Bergerac from library bring every day as part of literature circles and reading in class.

 

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Modes of Reading

 

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

 

Cyrano de Bergerac from library bring every day as part of literature circles and reading in class roles assigned.

 

(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

 

Cyrano de Bergerac from library bring every day as part of literature circles and reading in class.

 

(RL & RI)  1-8 and 11

(W

(SL ) 

(L)

Modeling

Modes of Reading

 

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

 

Your first meeting in your groups-- Cyrano de Bergerac from library bring every day as part of literature circles and 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 (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. 14

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

Begin Act II   Cyrano de Bergerac from library bring every day as part of literature 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

Cyrano de Bergerac from library bring every day as part of literature circles and reading in class.

Complete Act II for HW if not completed in class.   Answer questions on Act II  if not done in class complete for HW over break.

(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

Open House is on Feb 16th, and 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.

**All students will be dismissed after period 4, @ 10:03**

5 minute appointments, which will be made, by the parents through our on-line appointment plus program.

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

Meet in 2118 complete  Walt Whitman Poetry Contest Poetry assignment!

 

(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

Meet in 2118 complete  Walt Whitman Poetry Contest Poetry assignment!

Complete Act II and answer questions on Act II ----- if not done in class complete for HW.

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

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

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!)

 

Reminder--Cyrano de Bregerac Complete Act II and answer questions on Act II ----- if not done in class complete for  The Walt Whitman Assignment (You must turn in the T and the O with your final draft) Due !  Bring your book!

(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 ROLES MEETING on discussion through end of chapter.--  Prepare for your first group circles meeting Wednesday.

Be prepared to turn in answers to questions on Act I and Act II.

 

(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!

(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

Cyrano de Bergerac from library bring every day as part of literature circles and reading in class-- Take Parts!

HW-- prepare for quiz.

 

(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!  Be prepared to turn in Vocabulary Map

 

 

(RL & RI)  

(W) 2 4 9

(SL ) 

(L) 1-6

 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

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

Complete the study sheet on Act II for your literature circles meeting Tuesday.

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 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!)

 

(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

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!

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L)5

Modeling  Cooperative Learning Responses to Literature

 
9

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

Begin Reading Act III

 

(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

Reading Act III  (complete reading for literature circles meeting on 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

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!)

(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

Reding Act III  prepare for 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

 
15

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

Scheduling day!

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!

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L)  5

Modeling  Cooperative Learning Responses to Literature

 
16

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

 

Meet in 1102

"Voice" assignment.

Your "voice" is the way that you "speak" on paper. It is how your words come across to the reader, and it will be different for every writer. Voice depends on the style you choose - formal, informal, technical, chatty, poetic - and the words you choose to express this style - simple words, scientific words, "high-falutin" words, slang words. You also use different voices for your characters. A college-educated businessman speaks in a different voice than a high-school dropout, and a country hick speaks in a different voice than a world traveler.

The situation:

You have agreed to watch (walk, feed, care for) a good neighbor's dog while they are away on for two weeks.  On day ten, you open the door to the house and the dog runs out without a leash... it is no where to be seen.  

Assignment 1)  Write a "formal" e-mail  to the good neighbor about the situation-- they check their e-mail on their trip..

Assignment 2) Write a (formal) letter to the little girl who is the dog's owner-- she is seven years old and has raised the dog from a puppy.

Assignment 3) Write a text or e-mail to a friend explaining about the situation and how you feel.

Assignment 4) Clearly the different ways you wrote are not all the same.  Your "voice" is different for each one-- Should Roxanne be able to tell that the letters did not come from Christian but from Cyrano?  Is it that she just wants to believe that Christian wrote them?  This counts as  four HW assignments due Friday

 

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

 
17

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

Meet in 1102 work on "Voice" assignment

 

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

 
18

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

Meet in 1211 work on "Voice" assignment

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

 

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

Complete worksheet on Cyrano! Due at end of period.

RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

22

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

Reading Act IV

 

(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

Complete  Act IV complete 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

 
24

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

Literature Circles Roles 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

 
25

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

 

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!

You should have completed two roles in your packet by this time!

(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

 

 
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.

Briefly 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!

You should have completed two roles in your packet by this time!

 

Reading Act V  be sure to begin a new role! for this last Act!

 

 

(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

 

Reading Act V  

View end of Cyrano De Bergerac  Complete Packet role #3

(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

 
30

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

 

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!

You should have completed THREE roles in your packet by this time!

 

(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

 
31

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

Extended Assignment:  Come up with 20 questions and answers that might be on the quiz in your circles group.  

(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

 
April 1

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

Open Packet Quiz on Cyrano De Bergerac--  Completed Packet due Monday.

 

(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

 

BACK TO TOP

WEEK NINE

 

Date

 

 

April  4

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

Turn in literature circles packet for Cyrano.

Meet in class and go to Library to pick up Much Ado About Nothing.

An Introduction--

What's Your Opinion?

Copy the statements into your notebook and indicate if they are true or false:

1. Men and women should marry persons of a similar social and economic status as themselves.

2. People choose with whom they will fall in love.

3. It is better not to marry than to marry and risk being cheated on by your spouse.

4. Most people can be trusted to be faithful in marriage.

5. Men are attracted to women who are assertive and bold and loud.

6. Jealousy in a romantic relationship is usually a sign the relationship has problems.

7. Because parents usually know what is best for their children when it comes to choosing a mate, children should go along with their parents' wishes in this regard.

Discuss your answers in small groups or with the whole class. Does everyone Agree?

 

 

(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

 
5

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

The old cliché "love is blind" illustrates the theme of appearance versus reality-- especially for Cyrano. In groups of three or four, brainstorm and list some popular sayings about love, lovers, and marriage, such as "love at first sight," "love is in the eye of the beholder," or "marry in haste, repent in leisure." 

Is there a basis for these sayings? What is it about love that causes people to be "blind," to be "a little mad," to "lose themselves in love"?

Now, in your notebook brainstorm in small groups the titles of songs dealing with love and romance. What types of love are sung about (i.e. young love, married love, or physical desire, unfulfilled love, unfaithful love, jealous love)? What do these different kinds of love say about human nature today?   Was it the same in Shakespeare's time?  Have we changed that much?

Is there still a "double standard" for men and women?  To what extent does it still operate today? Why does it still operate? How does it account for different gender-specific behaviors?  Would you marry someone with a bad reputation?

 

(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

Reading in class Much Ado About Nothing

 

(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

Reading in class Much Ado About Nothing

 

(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.

Reading in class Much Ado About Nothing

 

(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

 

 

 

FOURTH QUARTER:

WEEK ONE

 

Date

 

 

 
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

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

Reading in class Much Ado About Nothing  Continue Act II

Complete marriage comparison notes worksheet through our reading.

(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

Reading in class Much Ado About Nothing  Complete Act II

Complete marriage comparison notes worksheet through our reading.

(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

Reading in class Much Ado About Nothing  Complete Act III for HW

Complete marriage comparison notes worksheet through our reading.

(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  and reading through act III.

(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

 

 

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

Review Act 3 of Much Ado About Nothing Why might it be hard to believe that Hero and Claudio really love each other?  Complete Worksheet I as assigned and explain the meaning of the quote.

Fill in the blank-- Dogberry's Instructions

Listen to the start of Act 3, Scene 3 (from ‘Are all these men honest?’ to ‘Now, goodnight
neighbors.’). Complete the following information that Dogberry gives the Watch about what to
do in each situation.

If you see a man out walking, late at night, ask for his name.
Tell him to stop _________________________________________.
If he doesn’t stop _______________________________________.
You must be quiet, too. _________________________________!
If you meet any men who are drunk, ______________________
________________________________________________________.
And if they won’t go then _______________________________
________________________________________________________.
Do the same ____________________________________________.
Don’t have anything to do _______________________________.
Keep the city quiet ______________________________________.
Be sure that you watch __________________________________.
Keep your __________________________________________
________________________!

 

(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

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

Reading act IV as 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

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

Reading act IV-V as 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

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

Complete Act V Complete notes and prepare for quiz on entire play!

(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

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

Quiz on entire play!

(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

 

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WEEK THREE

 

Date

 

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

Introduction to The “SHOW ME DON’T TELL ME” Poetry PROJECT!  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.

 

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

 
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.

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

 
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.

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

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

Work on The “SHOW ME DON’T TELL ME” Poetry PROJECT! 

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

 

Anchoring Activity Having Choices Cubing & Extension Menus

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

Complete Metaphor Worksheet and take notes as needed.

(RL & RI) 

(W)  1 3 4 6 10 11

(SL )

(L)    

Anchoring Activity  Cubing & Extension Menus

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WEEK FOUR

 

Date

 

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

Complete any outstanding poetry Haiku, Cinquain, Pattern Poems, Extended Metaphor-- look at The “SHOW ME DON’T TELL ME” Poetry PROJECT and see what else is remaining.

 

(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  

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

An introduction to the Sonnet.  Complete one Sonnet due Friday.

The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

 

(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

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

Complete one Sonnet due Friday.

The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(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  

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

Complete one Sonnet due Friday.

The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(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  

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

Begin Second Sonnet

The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(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  

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WEEK FIVE

 

Date

 

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

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 Tiered Lessons/Activities  

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

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 Tiered Lessons/Activities  

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

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 Tiered Lessons/Activities  

 
19 Do now: Common Errors in English -- Explain how you use  GRAMMER / GRAMMAR

Film Study-- Freedom Writers  

Diary Entry Assignment (due at end of film as notebook test)
Choose one of the following characters:
● Eva
● One of the boys in the class
● Erin Gruwell (Hilary Swank)
● Margaret Campbell (Imelda Staunton)
● Or another character that you liked or wanted to know more about. 

Then write a diary entry about Erin Gruwell’s first day at school. 

What do you think about her? What assumptions do you make? Do you want her to succeed or not? If you are writing as Erin, what are your ambitions and how do you think you’ll make them happen?

Staying as the same character, now write an entry for:
the day the students go to see the Holocaust Exhibition
the day Miep Gies comes to the school
the day you hear that Erin will continue to teach the same class

 

(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  

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

 

Film Study-- Freedom Writers  

Diary Entry Assignment (due at end of film as notebook test)

the day Miep Gies comes to the school
the day you hear that Erin will continue to teach the same class

(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  

 

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WEEK SIX

 

Date

 

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

Film Study Wrap up.  "Diary Assignment" is due TUESDAY.

 

(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  

 

 

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

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) and any last minute poem extra help questions!

(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  

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

1102 The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

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

2118 The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

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

1102 The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

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WEEK SEVEN

 

Date

 

 

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

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

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

1102 The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

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

1102 The “SHOW ME DON’T TELL ME” Poetry PROJECT due June 6th.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

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

1102   Fourth Quarter Project HERE  Due June 6 (or first day back BEFORE JUNE 10).

 

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

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WEEK EIGHT

 

Date

 

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

The “SHOW ME DON’T TELL ME” Poetry PROJECT due TODAY.

REGENTS REVIEW  how to listen...  Complete worksheet distributed in class together.

(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 ITCH/ SCRATCH

REGENTS REVIEW how to listen... Complete worksheet distributed in class together.

(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 Assessment

 

 

8 Do now: Common Errors in English -- Explain how you use JOINT POSSESSIVES
Period 5 and Period 8  meet in  1211 11 Final Exam// Review Assignment

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

REVIEW  SIM critical lens HERE

 

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment Cooperative Learning

 

9 Do now: Common Errors in English -- Explain how you use LATER/ LATTER
Period 5 and Period 8   meet in 1211 11 Final Exam //Review Assignment

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

REVIEW  SIM critical lens HERE

 

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment Cooperative Learning

 

10 Do now: Common Errors in English -- Explain how you use LAY/ LIE
Period 5 and Period 8  meet in 1211 11 Final Exam// Review Assignment

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

REVIEW  SIM critical lens HERE

 

 

"CALI" ONLY-- Meet in room 1504  for your FINAL EXAM  2011 Tuesday June 14  12:00 p.m. – 2:00 p.m. 

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?

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

 

 

EVERYONE ELSE---ELA/ ENGLISH REGENTS EXAM  2011 

FRIDAY June 17  8:00 a.m. – 11:00 a.m.

Reminder what does it look like???   HERE

HW-- review the review sheet!  SIM critical lens here and HERE

 

 

 

Be sure to attend Regents and Final exams as scheduled I KNOW YOU CAN DO IT!!!!

 

Be sure to attend Regents and Final exams as scheduled by your 11th grade teacher.

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment Cooperative Learning

 

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WEEK NINE

 

Date

 

 

June 13 In school testing local exams as scheduled.
14 In school testing local exams as scheduled.
15 State testing as scheduled
16  
17  

 

Week 10

 

Date

 

 

June  20  
21  
22  
23  
  Conference Day