"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 11R 

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 (1.4 Check as done r)

 (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.

Notes on HOW TO READ  then reading "World on a Turtles Back" create a reading chart and work alone or in pairs to fill in your chart for the reading (2.1 Check as done r).

(Native American Radio)  

Review Notebook Guidelines.  

Be prepared to share your SMART goals Tuesday.

See hard copy of lesson plans for this week.
14 "Do now" as assigned in class first few minutes "How did the universe come to be? (explain your understanding)"

Complete reading and create a Venn Diagram comparing and contrasting the Iroquois creation story with any other creation story that is familiar to you (Visit [on line] Here if you don't know any! (2.2 Check as done r)).

Be prepared to share your SMART goals.
15 "Do now" as assigned in class first few minutes "Did the Iroquois really believe in a giant turtle or did they understand some kind of deeper meaning? (explain)"

Venn Diagram IS DUE keep questions in literary log  (possible notebook Test?).

16 "Do now" as assigned in class first few minutes "Would you ever invite someone to celebrate a holiday they didn't celebrate?" (explain).

Begin Literary Log as you read, "A Man to Send Rain Clouds"    Copy notes on Conflict.    

 
17 "Do now" as assigned in class first few minutes "Would you ever attend a holiday you didn't celebrate? (explain)"

After reading, "A Man to Send Rain Clouds" -- Answer 1-5 in complete sentences keep in your Literary Log for that story.  (2.3 Check as done r))    (Native American Radio)  Surprise Notebook Test be on time to redeem your participation tickets --don't ask.

 

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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?

Work together to complete SIM Unit 6  

 

Strategic Instruction Model, or SIM   "W"   Complete a TOWER diagram on one of the worksheets. 

Do you get it?  or  ??? let me see!

 

Standard:1 Standard 4
22 Do now" as assigned in class first few minutes "What would you do first you were suddenly made a subject  to a foreign power that forced you from your home?" 

On a separate sheet of paper begin the first two steps of a tower on this piece-- Read, "I will Fight No More Forever"   (Complete the T  the O  -----Check as done 3.2      ) Due Friday

 

Standard 2 Standard 3
23 Do now: We did the "T" and  "O" now fill out a tower diagram for your response to yesterday's do now write it in the blank tower diagram provided. You may work with a partner to complete the do now.

Notes on the three key puritan beliefs. First, it is important to note that when someone is called Puritanical it is rarely a compliment--  key beliefs for our historical and literary perspective include:  The bible is the supreme authority on earth, The Doctrine of the Elect (Predestination), and The Universal Fall from grace.

Begin reading log and read “Sinners in the Hands of an Angry God”   

Standard 2 Standard 3
24 Do now: Use the 5W's to "T" think about "the power of Stories."

Complete reading and answer questions 1- 12 as assigned in class.

 

Standard 2 Standard 3

 

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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 Strategic Instruction Model, or SIM    GRABBERS and CLINCHERS  REVIEW TSLOFU

Copy Unit One A Spelling and Vocabulary Words  and use correctly in sentences for quiz on Friday.  Spelling 2 pts define 2pts use correctly in a sentence 2pts.  Have the words and definitions written on 20 "index cards" at the start of class for a 10point bonus!  I read the list, you spell, define then use correctly.  HW -- learn 5 words a night (Check as done 4.1      ) 

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:TKN.3d174873 (CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO go here to login.

Standard:1  
28 Open House  Parents follow A day Schedule.

Do now T  "What is the role of stories in your home?"

View Smoke Signals (based on The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie)

respond in your notebook to the following questions as you view the movie due Monday  (Check as done 4.2 )   worth two HW assignments.

1) Why does Thomas Builds-the-Fire (the guy wearing oversize glasses) and tell everyone stories no-one seems to want to hear?

2) How are their memories of Arnold Joseph different for Thomas and Victor Joseph?

3) What role do the stories play in Victor' journey?

4) What examples of myths can you find in our world today-- Consider Film, TV, Music....

5) In "A Man to send Rain Clouds"  and Smoke Signals there are multiple points of view in conflict, from our prior knowledge of conflict how does understanding points of view help the story and the reader?

  Standard 2 Standard 3  
29

Do now  T "Can a good story make you feel better?" -- explain.

 Continue Smoke Signals  (Check as done 4.2      ) 

 
  Standard 2 Standard 3  
30 Do now T  "What is an example of a good story you have read this year?"

Continue Smoke Signals  (Check as done 4.2      ) 

HW study for quiz

  Standard 2 Standard 3  
Oct. 1 Do now    "Is modern television an example of storytelling?" TSLOFU

Quiz on Unit 1 Vocabulary 

 

Standard:1  

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

Copy Unit One B Spelling and Vocabulary Words  and use correctly in sentences for quiz on Friday.  Spelling 2 pts define 2pts use correctly in a sentence 2pts.  Have the words and definitions written on 20 "index cards" at the start of class for a 10point bonus!  I read the list, you spell, define then use correctly.  HW -- learn 5 words a night (Check as done 5.1      ) 

PSAT 16th see guidance.   Free updated online SAT course in Additional Information on dropthemouse.com! 

 

Standard:1

Scaffolded Instruction

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

Begin a reading log for this play.

Introductory notes from textbook, selecting parts on the board and reading Arthur Miller's The Crucible as a class. 

 

Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

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

Notes from textbook, selecting parts on the board and reading Arthur Miller's The Crucible as a class. 

Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

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

Notes from textbook, selecting parts on the board and reading Arthur Miller's The Crucible as a class. 

Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

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

Quiz on Unit 1 Vocabulary 

Standard:1

Demonstration of learning

 

 

BACK TO TOP

WEEK SIX   

Date

 

 

 

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

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

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

Oct. 11 OFF
12 Do now:  What is  a Crucible?   explain.    Do you get it?  or  ??? let me see!  

Copy Unit Two A Spelling and Vocabulary Words  and use correctly in sentences for quiz on Friday.  Spelling 4 pts define4pts use correctly in a sentence 2pts.  Have the words and definitions written on  "index cards" at the start of class for a 10point bonus!  I read the list, you spell, define then use correctly.  HW -- learn 3 words a night (Check as done 6.1      ) 

 
Standard:1

Scaffolded Instruction

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

Continue reading log for this play.

Notes from textbook, selecting parts on the board and reading Arthur Miller's The Crucible as a class. 

 

 
Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

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

Continue  reading log for this play.

Selecting parts on the board and reading Arthur Miller's The Crucible as a class-- or View Acts  I and II as class completes readings.

 

 
Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

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

Quiz on spelling and vocabulary 

 
Standard:1

Demonstration of learning

 

 

 

BACK TO TOP

 

WEEK SEVEN   

Date

 

 

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

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

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

 

Oct. 18 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: surmise (DEFINITION HERE)

Continue reading log for this play.

Notes from textbook, selecting parts on the board and reading Arthur Miller's The Crucible as a class. 

 
Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

 
19 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: absolve (DEFINITION HERE)

Continue  reading log for this play.

Selecting parts on the board and reading Arthur Miller's The Crucible as a class-- or View Acts  I --III  as class completes reading.

 
Standard 2 Standard 3  Modeling Responses to Literature Prior Knowledge Activation

 

 
20 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: nonconformist (DEFINITION HERE)

Continue  reading log for this play.

Selecting parts on the board and reading Arthur Miller's The Crucible as a class-- 

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
21 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: aversion (DEFINITION HERE)

Continue  reading log for this play.

Selecting parts on the board and reading Arthur Miller's The Crucible as a class--

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
22 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: predominate (DEFINITION HERE)

View Version of Play  /   Introduction to Project as time allows.

Standard 2 Standard 3  Modeling Responses to Literature  

 

BACK TO TOP

WEEK EIGHT

   

Date

 

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated (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:  Use our vocabulary to practice writing a TSLOFUCL using the word: resolute (DEFINITION HERE)

Continue  reading log for this play.

Selecting parts on the board and reading Arthur Miller's The Crucible as a class--

View end of Play 

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
26 Do now:  Use our vocabulary to practice writing a TSLOFUCL using the word: prowess (DEFINITION HERE)

Selecting parts on the board and reading Arthur Miller's The Crucible as a class--

View end of Play  /   Introduction to Project as time allows (

WILL YOU CONFESS? exercise

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
27 Meet in 2118
Independent Research Paper Project on The Crucible:

The Crucible Research Project 

HW:  Write your T and O in a Tower Diagram for your project and edit then refine! Use your TOWER to type your literary essay about the play.  You may cite other sources for extra credit!  Sorry, if you are not working on the project  from your TOWER you will not be sitting at a computer.  Have your tower diagram out to sit at a computer!

Print a doc here   or adapted for writing sentences here

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

 

Standard:1 Standard 2 Standard 3

Having Choices

28 Meet in 2118  Independent Research Paper Project on The Crucible

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

Standard:1 Standard 2 Standard 3 Having Choices
29 Meet in 2118  HW meet in 1102 Independent Research Paper Project on The Crucible:

 

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

 

Standard:1 Standard 2 Standard 3 Having Choices

BACK TO TOP

 

WEEK NINE   

Date

 

 

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

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

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

Meet in 1102    Project extended to be due on November 8th. 

 Independent Research Paper Project on The Crucible:

HELP ME

 

DONE?

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:TKN.3d174873 (CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO go here to login.

 

Standard:1 Standard 2 Standard 3Having Choices
2 Conference Day
3 Do now--  What feeling makes the accusations of The Crucible possible?

View film about the power of fear and a Crucible style world complete this Worksheet  

 

Scaffolded Instruction Responses to Literature Standard:1 Standard 2 Standard 3  
4

Do now--  What is the best way to deal with fear?

View film about the power of fear and a Crucible style world complete this Worksheet 

 

Scaffolded Instruction Responses to Literature Standard:1 Standard 2 Standard 3  
5

View film about the power of fear and a Crucible style world complete this Worksheet 

HW BRING ID CARD TO PICK UP A RAISIN IN THE SUN  

 

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

 

Scaffolded Instruction Responses to Literature Standard:1 Standard 2 Standard 3  

BACK TO TOP

 

WEEK TEN

Date

 

 

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

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

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:  Why do people from other countries immigrate to America?   Explain.    Do you get it?  or  ??? let me see!  

BRING ID CARD TO PICK UP A RAISIN IN THE SUN  (we will Begin Reading It on the 16th)

Complete  film about the power of fear and a Crucible style world complete this Worksheet and turn it in....

Copy Unit Two B Spelling and Vocabulary Words  and use correctly in sentences for quiz on Friday.  Spelling 4 pts define4pts use correctly in a sentence 2pts.  Have the words and definitions written on  "index cards" at the start of class for a 10point bonus!  I read the list, you spell, define then use correctly.  HW -- learn 3 words a night (Check as done 6.1      ) 

 
Standard:1

Scaffolded Instruction

 

 

9 Do now: Which groups of people have had trouble attaining "The American Dream"? There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women.

View excerpts   The Puritans and God in America with Study Guide here and answer questions:

 

The American story is many things, including the story of "us in relationship with God," says religion professor Stephen Prothero at the beginning of this episode. At the end, he compares the American story to the Exodus story in the Bible. Why do you think the Puritans saw themselves as a New American Adam and Eve—new people with a new identity? How was the American experience of freedom and liberty like the story of the Exodus? What made Americans see themselves as "chosen people"?

 

 

Standard:1 Standard 2 Standard 3 

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

10  Do Now Given the obstacles that some Americans have to overcome, what makes the American Dream appealing?  

View excerpts  The Puritans and God in America with Study Guide here and answer questions:

Answer the following in paragraph format:  What did the Puritans hope to achieve? What was the goal of their religious and political community? Why did they consider conformity so necessary for their cohesion?

Study for quiz!

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 

11  

Veterans Day!

School Closed 
12 Do Now What does Veterans day mean to you (besides a day off)?

Quiz on  Unit Two B Spelling and Vocabulary Words

Standard:1

Independent Reading and Writing

Demonstration of learning

 

 

 

 

 

 

 

 

 

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

Spelling and Vocabulary For Quiz Friday.

Building Vocabulary from Word Roots  Lesson 1  incursion insensate impulsive influx illegitimate immutable intact infidelity invocation innocuous      Complete the following in the Guided Practice book:

Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 4.  Use a dictionary as needed.  Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page 5.  Collected Friday.

HW  Bring your A Raisin in the Sun. until further notice.

Standard:1

Prior Knowledge Activation

Independent Reading and Writing

 

 
16 Do Now--  Define the following "defer" and "fester"-- check with someone to see if your definition agrees with theirs.

Share your "Do Now's"  from Last Week-- work together to come up with answers to the following and write them on the board as a group.

  1. Why do people from other countries immigrate to America?
  2. When we talk about "The American Dream", what do we mean? What are some of the obstacles to achieving the American Dream?
  3. Which groups of people have had trouble attaining "The American Dream"? There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women. 
  4. Given the obstacles that some Americans have to overcome, what makes the American Dream appealing?

What is the Harlem Renaissance (--in under 4 minutes)?

Read "A Dream Deferred" by Langston Hughes, the preface to A Raisin in the Sun. 

The preface to A Raisin in the Sun is the poem "A Dream Deferred"

  1. What is the purpose of a preface?
  2. Why do you think Hansberry chose this poem as her preface?

Reading A RAISIN IN THE SUN---   Begin reading log where you keep a  Character Analysis Chart so that you can answer the following:

  • How is the American Dream expressed in each member of the Younger family: Walter, Ruth, Lena (Mama), and Beneatha for each of the following?

1) Dreams and Goals

2) Obstacles

3) Racism and Sexism

 

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!

 

Standard:1

Prior Knowledge Activation

Independent Reading and Writing

Cooperative Learning

Modes of Reading

Responses to Literature

 
17 Do Now:  Listen to I Too"  why does Hughes say he is writing about the American Dream?

Walt Whitman Birthplace  Field Trip 12 5 (Friday after Thanksgiving)  Assignment will be related on that day if you are on the trip or not but how much cooler on the trip-- there is limited room.  Permission slips and admission fee of $6.75 are due BEFORE Thanksgiving!

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
18 Do now: Copy definition-- Dialect-  a variety of a language that is distinguished from other varieties of the same language by features of phonology, grammar, and vocabulary, and by its use by a group of speakers who are set off from others geographically or socially. Can you give an example?

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
19 Do now-- Identify the "head" of the Younger's household. Explain your choice tslofucl.

Quiz on "Building Vocabulary from Word Roots  Lesson 1"  Turn in sentences.

Standard1  Standard 3  

Demonstration of learning

Prior Knowledge Activation

 

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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--  What might Mama's little plant symbolize?  Explain your choice tslofucl.

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
23 Do now--  What might Asagai symbolize?  Explain your choice tslofucl.

Reading A RAISIN IN THE SUN---  let's take parts and begin reading!

Standard 2 Standard 3  Modeling Responses to Literature  

 

 
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  off
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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  AMBIVALENT/INDIFFERENT

 

HW-- Complete reading A Raisin in the Sun If you haven't yet.  Begin Walt Whitman Assignment.

View Play A Raisin in the Sun

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

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

View Play A Raisin in the Sun

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

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

View Play A Raisin in the Sun

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

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

Take Test on A Raisin in the Sun

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

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

Field trip to Walt Whitman Birthplace If you are in class you will complete Walt Whitman Assignment 

Bus departure 8AM Galanaugh/Little

14 class days remain until holiday break!

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

BACK TO TOP

WEEK FOUR

 

Date

 

 

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

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

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

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

 

Complete Walt Whitman Assignment and introduction to unit assignment choices on A Raisin in the Sun:

HERE IS TIC TAC TOE!  any winning three assignments are due Next MONDAY.

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
7

Meet in 2118 

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

Complete Walt Whitman Assignment and introduction to unit assignment choices on A Raisin in the Sun:

HERE IS TIC TAC TOE!

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
8

Meet in 1102

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

Complete Walt Whitman Assignment and introduction to unit assignment choices on A Raisin in the Sun:

HERE IS TIC TAC TOE!

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
9

Meet in 2118

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

Complete Walt Whitman Assignment and introduction to unit assignment choices on A Raisin in the Sun:

HERE IS TIC TAC TOE!

 

Standard:1 Standard 2 Standard 3

Modes of Reading

Responses to Literature

Having Choices

Scaffolded Instruction

 
10

Meet in 2118

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

Complete Walt Whitman Assignment and introduction to unit assignment choices on A Raisin in the Sun:

HERE IS TIC TAC TOE!

 

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:  

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

 

 

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

An introduction to the second quarter project: Part I-- how to listen and write a theme with paragraph diagrams. PITFALLS

Standard:1 Standard 2 Standard 3 Standard 4   Modeling

Responses to Literature  

 

 

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

Working on Part II in class. 

Standard:1 Standard 2 Standard 3 Standard 4   Modeling

Responses to Literature  

Scaffolded Instruction

 

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

Working on Part II in class.  Unit assignments due Thursday.

Standard:1 Standard 2 Standard 3 Standard 4   (regents review)

Modeling

Responses to Literature  

Scaffolded Instruction

Independent Reading and Writing Modes of Reading

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

Listening-Section Part I  READ IN CLASS.

All three of your selected TIC TAC TOE! A Raisin in the Sun assignments are due-- If you are going to present you must sign up to present on Friday the 17th.

Standard 2 Standard 3  Modeling

Responses to Literature   Independent Reading and Writing Modes of Reading

 

 

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

Presentations as signed up-- and Begin second quarter project: Part II.  Part I is due Monday.

Standard 2 Standard 3  Modeling Responses to Literature   Independent Reading and Writing Modes of Reading

 

 

BACK TO TOP

WEEK SIX

 

Date

 

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

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

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

 

 

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

Review Listening Passage Part I notes and multiple choice of Second Quarter Project.  

Review for use on the regents exam and the midterm exam:    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 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

Review for use on the regents exam and the midterm exam:    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 Having Choices Independent Reading and Writing Modes of Reading Prior Knowledge Activation Responses to Literature

 

 

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:    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

 

 

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:    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.

Happy HOLIDAY!

Standard 1

Standard 2

Standard 3

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

 

 

  off

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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:  

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

 
Other notes:
Jan. 3 Happy New Year! Welcome back!

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

REGENTS/MIDTERM REVIEW

Second Quarter Project Part III Short-Response Questions (it's SIMple!) Strategic Instruction Model, or SIM.

See me about any presentations that were not completed for the unit on A Raisin in the Sun.

Standard1 Standard 2 Standard 3

Independent 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/MIDTERM REVIEW

Second Quarter Project Part III Short-Response Questions (it's SIMple!) 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/MIDTERM REVIEW

Second Quarter Project Part III Short-Response Questions (it's SIMple!) 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/MIDTERM REVIEW

Second Quarter Project Part III Short-Response Questions (it's SIMple!) 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/MIDTERM REVIEW

Second Quarter Project Part IV Critical Lens (it's SIMple!) Strategic Instruction Model, or SIM.

 

Standard1 Standard 2 Standard 3

Independent Reading and Writing  Having Choices Demonstration of learning

BACK TO TOP

WEEK EIGHT

 

Date

 

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

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

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

 
Other notes:
Jan.  10

REGENTS/MIDTERM REVIEW Continued.

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

Second Quarter Project Part III Critical Lens (it's SIMple!) Strategic Instruction Model, or SIM.  REMEMBER-- seniors take the actual exam tomorrow be on time or miss the listening portion!
Standard1 Standard 2 Standard 3 Independent Reading and Writing Prior Knowledge Activation Responses to Literature Demonstration of learning

 

 

11 Seniors Take the NEW Regents Exam In English-- Good Luck!

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

8am in LGI Seniors Take the NEW Regents Exam In English-- Good Luck! 

Second Short Response for Project

Read Letter to Reverend Samson Occum  and Abigail Adams letter to John Adams, 7 May 1776 pages 282-286 and answer questions 1-4 on page 287 then complete the following:

Short-Response Questions

Directions (26–27): Write your response to question 26 on page 1 of your essay booklet and question 27 on page 2 of your essay booklet. Be sure to answer both questions. 26 Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about possessions. Develop your controlling idea using specific examples and details from each passage.

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 

Verify that you have followed the SIM model according to Mr. G’s instruction!

 

  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 Letter to Reverend Samson Occum  and Abigail Adams letter to John Adams, 7 May 1776

 

27 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  

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

Verify that you have followed the SIM model according to Mr. G’s instruction!  All parts of project are due.  Midterm will be immediately after US History Exam,  seating will be by Alpha I will get you room assignments ASAP.

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

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

 
Other notes:
  off  
Jan. 18 Do now: Common Errors in English -- Explain the difference in how you use 

BY/’BYE/BUY

2ND Quarter PROJECT DUE

Review for Midterm and work on MLK Assignment.

 

Standard1 Standard 2 Standard 3

Demonstration of learning

 

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

BY FAR, FAR AND AWAY

Review for Midterm and 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

Then answer the questions in paragraph short answer format.

 

 

Standard1 Standard 2 Standard 3

Responses to Literature

 

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

CANNED GOODS

Review for Midterm and 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

Review for Midterm and work on MLK Assignment.  All work for the quarter  is due.

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

Standard1 Standard 2 Standard 3

Responses to LiteratureHaving Choices Independent Reading and Writing

 

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WEEK TEN

 

Date

 

  Other notes:
Jan. 24 TESTING WEEK  SEE SCHEDULE FOR MIDTERM AND ROOM ASSIGNMENTS
25  
26  
27  
28  

BACK TO TOP

 

 

 

 

THIRD QUARTER:

WEEK ONE

 

Date

 

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

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

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

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

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

Building Vocabulary from Word Roots Lesson 2  aberration, apostate, abdicate, apotheosis, absolve, abstruse, averse, apogee, apostle, abstain--- Complete the following in the Guided Practice book:  Part A) Use the base bank and the definitions to create a completed chart on a separate sheet of paper and be prepared to share it with the class-- page 9.

 

(RL & RI)  

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Prior Knowledge Activation Cooperative Learning 

 

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

The Third Quarter Project-- Sign up for a food (no duplicates in class).

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

 

(RL & RI)  10 11

(W) 4 5 10

(SL ) 

(L)

Responses to Literature  Demonstration of learning

Independent Reading and Writing 

 

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

Building Vocabulary from Word Roots Lesson 2  Part B) On a separate sheet of paper, rewrite the sentences with the correct word form—page10.  Work on your Poem.

 

(RL & RI)  

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Prior Knowledge Activation Cooperative Learning 

 

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

Building Vocabulary from Word Roots Lesson 2 Part C) Using proper SIM paragraph format, complete the reading and answer the questions --  page 11.  Review for quiz-- Create bonus cards!

 

(RL & RI)  1 2 10

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Prior Knowledge Activation Cooperative Learning 

 

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

Quiz on Lesson 2  hear, spell, define, use correctly in a sentence.

(RL & RI)  

(W) 4

(SL ) 6

(L) 4 5 6 – 1 2

Prior Knowledge Activation Demonstration of learning

Independent Reading and Writing 

 

BACK TO TOP

WEEK TWO

 

Date

 

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

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

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

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

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

Pick up Death of a Salesman-- bring every day as part of literature circles.

 

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L)

Modeling

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

Death of a Salesman-- and literature circles notes-- and reading in class-- Packet distributed group roles assigned and first week's schedule decided as available.

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Cooperative Learning 

Modes of Reading 

 

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

Reading in class together, "Coming of Age in Mississippi" Building background on p. 609 and then 1,3,4,6 on p. 616-- 

View related historical information at the Eyes on the Prize website.

***Plans changed as opportunity to bring class to guest speaker on the civil rights movement and Mississippi has become open on Friday 2 11.  

(RL & RI)  1-8 and 11

(W

(SL ) 

(L) 1-6

Modeling

Modes of Reading 

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

Who were the Freedom Riders?

Would you be so brave today?  Explain why or why not.  

In 1954, the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional. While America turned its attention to the immediate resistance and ensuing violence in the South, the controversy over integrated schools lay dormant in the North.

View a news segment from 1975 reviews the events of the first year of Boston's controversial school desegregation plan. Because of geographic barriers between black and white communities, a federal court instituted and enforced busing to desegregate the city's schools. The plan was greeted with resistance, racial violence, and the boycotting of several schools.

Consider the following as you -- come up with four questions you would want to ask a witness to this kind of racism and bravery due end of class for the guest speaker.

  • What were some similarities and differences between desegregation in Boston and desegregation in the South?
  • Why do you think desegregation in Boston did not occur until twenty years after the Brown decision?
  • Judge Garrity was criticized by some and praised by others for ordering immediate implementation of the busing plan. Do you agree with his ruling, and why?

View related historical information at the Eyes on the Prize website.

(RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Modes of Reading 

 

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

Meet in the LGI  seating may be limited so be prompt.

 

(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

 
Other notes:
Feb. 14 Do now: Common Errors in English -- Explain  how you use  COIFFEUR/COIFFURE

Complete outstanding assignments (vocabulary-- paragraphs-- etc)   -- Work on project to be ready Thursday.

Write a Thank You letter to Mrs. Greenwood about her presentation Friday.  Absent? See me for a topic or write to Anne Moody, the author of Coming of Age in Mississippi for her well written account at the lunch counter.

(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

Complete Reading in class together, "Coming of Age in Mississippi" Building background on p. 609 and then 1,3,4,6 on p. 616-- 

 

 

(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 2120 Type Final Draft of  The Third Quarter Project

(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 Type Final Draft of  The Third Quarter Project  Due date extended to March 1st!

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)

 

notes
Feb. 28

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

Building Vocabulary from Word Roots Lesson 3 page 14:  antecedent  antidote  antagonist  antediluvian  antithesis  antipathy  antiquity  antiseptic  antiphonal   antebellum

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!)

HW The Third Quarter Project (You must turn in the T and the O with your final draft) Due !  Bring your book!

(RL & RI)  

(W) 2

(SL ) 

(L) 4 5 6 – 1 2

Prior Knowledge Activation Cooperative Learning Modeling

 

March 1

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

Death of a Salesman-- and literature circles notes-- and reading in class-- Packet distributed group roles assigned and first week's schedule decided as available.

 

The Third Quarter Project is due (You must turn in the T and the O with your final draft)

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6  

Modeling Grouping

Literature Circles

2

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

Death of a Salesman-- and literature circles notes-- and reading in class-- Packet distributed group roles assigned and first week's schedule decided as available.

 

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6  

Modeling

Literature Circles

3

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

Death of a Salesman-- Literature circles ROLES MEETING on discussion through end of reading assigned.--  Prepare for your first group circles meeting Monday

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  

Cooperative Learning

Literature Circles

4

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

Quiz!  Building Vocabulary from Word Roots Lesson 3 

 

(RL & RI)  

(W) 4

(SL ) 6

(L) 4 5 6 – 1 2

Prior Knowledge Activation Demonstration of learning

Independent Reading and Writing 

 

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

Literature circles MEETING/PRESENTATION and DISCUSSION.

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

8

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

Death of a Salesman-- and literature circles notes-- 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

9

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

12th Grade ELA course offerings in preparation for scheduling day!  Presentation and discussion of senior English Electives. 

Curriculum Guide Here

 

(RL & RI)  4 10

(W) 2 9

(SL ) 2

(L) 

Modeling  Socratic Seminar Having Choices

 
10

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

Guidance Counselor visits class in preparation for scheduling day-- have questions!

Curriculum Guide Here

 

This presentation is prepared by the counselor. 
11

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

Death of a Salesman-- and literature circles notes-- and reading in class!  

Literature circles ROLES MEETING --- discussion through end of reading assigned.--  Prepare for your group circles meeting Monday

 

(RL & RI)  1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6  

Cooperative Learning

Literature Circles

 

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)

 

Other notes:
March 14

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

Literature circles MEETING/PRESENTATION and DISCUSSION.

Share Notes in Circles-- Use this format Here  or 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

 
15

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

Scheduling Day!  Reading in class as time allows!

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
16

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

Meet in 2120  SAT PREP assignment.

SAT COURSE (FREE ONLINE) FOR LONGWOOD STUDENTS:

STEP ONE  Visit the SAT PREP   Sign up today! In the subscription type pick "SAT Deluxe" (and don't worry about the price there is a special group rate paid for by the school) and enter the code that the teacher gives you in class:2010-2011  =      tkn.13306953      (copy and paste CAPS COUNT!) Every Longwood student can create their own account!

STEP TWO go here to login.

 

 

 

 

 

(RL & RI)   1-11

(W)  1-11

(SL )

(L)    1-6

 

Anchoring Activity Having Choices Cubing & Extension Menus

17

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

Meet in 2120  Login to SAT and work on prep-- keep a sheet of paper with your progress for each day counts as a notebook test and participation here to login.

(RL & RI)   1-11

(W)  1-11

(SL )

(L)    1-6

 

Anchoring Activity Having Choices Cubing & Extension Menus

 
18

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

Meet in 2120    Login to SAT and work on prep here to login.

 

Turn in sheet of paper with your progress for each day at end of class.

(RL & RI)   1-11

(W)  1-11

(SL )

(L)    1-6

 

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)

 

 

Other notes:
March 21

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

WORK IN YOUR GROUPS TO CREATE A 20 QUESTION EXAM ON OUR READING SO FAR-- USE THE NOTES IN THE LITERATURE CIRCLES-- QUESTIONS SHOULD BE SHORT ANSWER AND ASK FOR SOME KIND OF PROOF (NOT OPINION).

FOR EXAMPLE 

1 ) Name three qualities of Linda Loman of Death of a Salesman AND GIVE AN EXAMPLE FOR EACH:

 

WE WILL READ TUESDAY:

 

(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

 
22

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

Death of a Salesman-- and literature circles notes-- 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

 
23

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

Meet in 2120    Login to SAT and work on prep here to login.

(RL & RI)   1-11
(W)  1-11
(SL )
(L)    1-6
Anchoring Activity Having Choices Cubing & Extension Menus
 
24

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

Meet in 2118    Login to SAT and work on prep here to login.

(RL & RI)   1-11
(W)  1-11
(SL )
(L)    1-6
 
Anchoring Activity Having Choices Cubing & Extension Menus
 
25

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

Meet in 2120    Login to SAT and work on prep here to login.

(RL & RI)   1-11
(W)  1-11
(SL )
(L)    1-6
 
Anchoring Activity Having Choices Cubing & Extension Menus
 

BACK TO TOP

WEEK EIGHT

 

Date

 

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

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

Strategic Instruction Model: Strategic Instruction Model

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

 

 

Other notes:
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.

Share Notes in Circles-- Use this format Here  or 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

29

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

Death of a Salesman-- and literature circles notes.  This is the third change of roles-- and reading in class!  We should complete the play today.  Literature circles Packets will be due Monday.

 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Modeling  Cooperative Learning Responses to Literature

 
30

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

View end of Death of a Salesman-- and complete literature circles notes.

 

(RL & RI)   1 2 7 10 11

(W) 2 10 11

(SL ) 2

(L) 1 2 5 6

Responses to Literature

 
31

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

Share Notes in Circles-- Use this format Here  or 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

 
April 1

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

Open Packet Quiz on Death of a Salesman. (postponed)

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Cooperative Learning

BACK TO TOP

WEEK NINE

 

Date

 

This section weekly posted website, besides being an AIS tool for parents and students, offers a description of the Teaching or Instructional Process and daily content with writing components for "Do Nows" incorporating diverse elements of the Strategic Instruction Model and teaching strategies adapted to differentiated 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)

 

 

Other notes:
April  4

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

Go to Library, Pick up Catcher in the Rye  Bring Catcher Wednesday-- Return DOAS. Then--

Share Notes in Circles-- Use this format Here  or 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

 
5

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

Open Packet Quiz on Death of a Salesman.  Turn in Packet at end of quiz.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Cooperative Learning Assessment

 
6

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

An Introduction to Catcher in the Rye and reading in class.  About JD Salinger-- archived copy here.

Begin a Literary Log For Holden---  we will use the psychological perspective as we read in order to understand the main character and the author.

 

 

(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.

While reading, track in your notebooks all the statements Holden makes about himself, especially those which begin with “I’m a . . .” 

            Examples:  “I’m a heavy smoker . . .” (Salinger 5)

                              “I act quite young for my age . . .” ( 9)

                              “I’m the most terrific liar you ever saw . . .” (16)

 

(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.

(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

 

  Other notes:

April 11

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

Building Vocabulary from Word Roots Lesson 4 page 19:  

translucent metaphorical transitory  transcend metamorphosis transfusion traverse metastasize transient methodical

In your notebook, draw and complete a Vocabulary Map (sample here) for each word---  

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!)

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

Begin reading chapter 3 and complete reading chapter 3 and 4 for HW.  

DESCRIBE THE CHARACTERS/ ELEMENTS IN YOUR NOTES:  Stradlater, Ackley, Jane and how Holden wears his hat.

(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

Begin reading chapter 5 and complete reading chapter 5 and 6 for HW --QUIZ FRIDAY!

DESCRIBE THE CHARACTERS/ ELEMENTS IN YOUR NOTES: Allie, the baseball glove, Why Holden might like English?

You must complete a Therepist Notes page for the following due the MONDAY we return:

5 chapters should be completed as follows-- allow enough time!

Complete a therapist notes page for readings Chapter 5 and 6! approximately 30min reading.

Complete a therapist notes page for readings through chapters 7,8,9! approximately 40 min 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

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

Using proper SIM paragraph format, complete the reading and answer the questions --  page 21 in a single paragraph.  Due Friday!

TSLOFUCL

UNDERLINE GRABBERS AND TRANSITIONS FOR CREDIT

RL & RI)  1-8 and 11

(W) 2 4 9

(SL ) 

(L) 1-6

Modeling

Cooperative Learning 

Modes of Reading 

 

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

Quiz on reading through and Vocabulary.

HW-- Complete reading Chapters 7, 8 and 9 (we begin reading Chapter 10 when we return).

DESCRIBE THE CHARACTERS/ ELEMENTS IN YOUR NOTES:  Rudolph Schmidt, Ernest Morrow, Phoebe, Faith Cavendish

Enjoy the break!

(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

 

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

Reading Chapters 10 and 11 (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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 Chapters 12 and 13  (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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

Fourth Quarter Project HERE  Begin T and O in class.

RL & RI)  

(W) 3 4 5 

(SL ) 

(L) 1-6

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

Reading Chapters 14 and 15  (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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 EXCEPTION PROVES THE RULE

Reading Chapters 14 and 15  HW-- Complete reading 16 and 17  over weekend and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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 THREE

 

Date

 

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

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

Strategic Instruction Model: Strategic Instruction Model

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

 

 

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

Reading Chapters 18, 19, & 20 (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

 

(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 EXPRESSES THAT

Reading Chapters 21, 22, & 23 (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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  FAIR/FARE

Reading Chapters 24, 25, & 26 (if not complete then complete for HW.) and be sure to complete a notes sheet for each session-- these will be part of a notebook test grade!

(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 FARTHER/FURTHER

Work together to prepare your notes to turn in with your test on Catcher in the Rye

Notes for each session are due as part of notebook test:  

Chapters 1–4  Chapters 3–4  Chapters 5–6  Chapters 7–9   Chapters 10–12  Chapters 13–15   Chapters 16–17  Chapters 18–20  Chapters 21–23    Chapters 24–26

 

 

(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 FOREGO/FORGO

Review for test on Catcher in the Rye   

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

 

BACK TO TOP

WEEK FOUR

 

Date

 

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

Test on Catcher in the Rye  All parts(worth five ( 5 ) quiz grades)due Friday.

In class today-- Begin the T and the O of the tower diagram-- you must show me when you have this step completed ---  this must be completed in class in order for me to accept your essay.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Test on Catcher in the Rye  All parts (worth five ( 5 ) quiz grades) Due Friday

In class today-- Complete the T and the O of the tower diagram-- you must show me when you have this step completed ---  this must be completed in class in order for me to accept your essay.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Use the T and the O to write the body of your essay. 

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Use the body of the essay to write an introduction and Conclusion-- rewrite a final draft 

(you have had two hours to complete this task to this point-- you will have less time to write on the regents exam)

Done? Fourth Quarter Project HERE  Due June 6

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Test (worth five ( 5 ) quiz grades) due.

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

Fourth Quarter Project HERE  Due June 6

 

(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

BACK TO TOP

WEEK FIVE

 

Date

 

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

Regents Review & Reading and Paragraph as assignments distributed in class due Friday 20th

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Regents Review & Reading and Paragraph as assignments distributed in class due Friday 20th

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

As a child, we have probably seen or heard about the Disney movie, and play, “Peter Pan”. In this story, boys and girls sing with Peter Pan. One of the most famous songs which they sing is “I Won’t Grow Up”. Influenced by Peter’s desire to stay a child, young boys sing “Never gonna be a man; I won't! Like to see somebody try, and make me. Anyone who wants to try, and make me turn into a man, Catch me if you can!”  lyrics Here

Complete the T of a tower diagram for an essay that would connect these film lyrics into the thoughts of Salinger's Holden Caulfield from the novel Catcher in the Rye and identify three subtopics you might use.

View Catch Me If You Can.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

View Catch Me If You Can.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

View Catch Me If You Can.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

 

BACK TO TOP

WEEK SIX

 

Date

 

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

Complete film study of Catch Me If You Can and comparison assignment with Catcher in the Rye: brainstorm and code -- identify three subtopics for a comparative essay.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

Work on Fourth Quarter Project HERE and meet as assigned 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 Tiered Lessons/Activities

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

2120 Fourth Quarter Project HERE  Due June 6

(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

1102 Fourth Quarter Project HERE  Due June 6

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

 

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

Regents Review & Reading and Paragraph as assignments distributed in class due Tuesday1 st.

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

BACK TO TOP

WEEK SEVEN

 

Date

 

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

Regents Review & Reading and Paragraph as assignments distributed in class due Tuesday1 st.

 

(RL & RI)   1 2 10 11

(W) 2 10 11

(SL ) 1 2 4 6

(L) 1 2 5 6

Responses to Literature Assessment

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

1218 Fourth Quarter Project HERE  Due June 6

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

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

2118 Fourth Quarter Project HERE  Due June 6

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

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

2118  Fourth Quarter Project HERE  Due June 6 (or first day back BEFORE JUNE 10).

(RL & RI)  

(W) 3 5 6 10

(SL ) 

(L)   

Assessment

BACK TO TOP

WEEK EIGHT

 

Date

 

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

REVIEW IN CLASS  Fourth Quarter Project HERE  due today (or first day back BEFORE JUNE 10).

ELA/ ENGLISH REGENTS EXAM  2011 

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

Period 5 meets in room 2406

Reminder what does it look like???   HERE

 

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

REVIEW IN CLASS continues...  

 

8 Do now: Common Errors in English -- Explain how you use JOINT POSSESSIVES
Period 5   meet in   1211 Regents Exam Review Assignment--- distributed in class.

Regents Exam Review Assignment -- Counts as a TEST Grade (weighted as six quiz grades-- two per day --working in the computer lab)

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

REVIEW  SIM critical lens HERE

 

Regents Review Assignment (research with http://www.shmoop.com/literature/ ) research four of the following— 

The Crucible, Catcher in the Rye, Death of a Salesman, A Raisin in the Sun, Julius Caesar, Romeo and Juliet 

Identify the following: 

1 Title (punctuated correctly), Author, and Genre:

T       A       G

2 Why you should care about it:

3 Three possible themes with quotes that illustrate each theme:

1       2       3

4 Three main characters and a brief description (can you trust them or not?)

1       2       3

5 How the author used conflict:

6 How the author used the setting:

7 Two important questions you have about the text with answers from an analysis you have read.

    1          2

 

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

Regents Exam Review Assignment -- Counts as a TEST Grade (weighted as six quiz grades-- two per day --working in the computer lab)

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

REVIEW  SIM critical lens HERE

 

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

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

REVIEW  SIM critical lens HERE

 

Show me a completed sheet for a BONUS (EXTRA CREDIT) NOTEBOOK TEST GRADE!

 

ELA/ ENGLISH REGENTS EXAM  2011 

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

Period 5 meets in room 2406

Reminder what does it look like???   HERE

 

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

Show me a completed sheet for a BONUS NOTEBOOK TEST GRADE!

 

 

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

 

 

BACK TO TOP

WEEK NINE

 

Date

 

  Other notes:
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