Wednesday, October 1, 2014
1. Welcome, Attendance - I will take attendance using the seating chart.
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: insolent.
3. Students will take a two-part test on Of Mice and Men by John Steinbeck. Students will be permitted to use their annotated novels on the second part of the test.
4. Independent Work - Students may work on the poll question, the Blog question, or the extra credit option.
5. If time, students will watch one scene from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
Homework: Complete the poll question and one Blog question on my class website before class begins on Friday. Your novel with all of its annotations is due on Friday. OMAM extra credit is due by Tuesday, October 7th.
1. Welcome, Attendance - I will take attendance using the seating chart.
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: insolent.
3. Students will take a two-part test on Of Mice and Men by John Steinbeck. Students will be permitted to use their annotated novels on the second part of the test.
4. Independent Work - Students may work on the poll question, the Blog question, or the extra credit option.
5. If time, students will watch one scene from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
Homework: Complete the poll question and one Blog question on my class website before class begins on Friday. Your novel with all of its annotations is due on Friday. OMAM extra credit is due by Tuesday, October 7th.
vocabulary_word_web_insolent.pdf | |
File Size: | 397 kb |
File Type: |
omam__extra_credit_options.docx | |
File Size: | 17 kb |
File Type: | docx |
Friday, October 3, 2014
1. Welcome, Attendance - I will take attendance using the seating chart.
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: benevolent.
3. Students will turn in their Of Mice and Men novels with annotations.
4. Using laptop computers, students will review and discuss the poll question results and blog question responses.
5. Students will watch two scenes from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
6. If time, students will read and analyze Robert Burns' poem "To a Mouse" which was John Steinbeck's inspiration for the title of his 1937 novella. The original title was Something That Happened.
Homework: none required :) OMAM extra credit is due on Tuesday, October 7th. School pictures will be taken on Monday during Social Studies classes.
1. Welcome, Attendance - I will take attendance using the seating chart.
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: benevolent.
3. Students will turn in their Of Mice and Men novels with annotations.
4. Using laptop computers, students will review and discuss the poll question results and blog question responses.
5. Students will watch two scenes from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
6. If time, students will read and analyze Robert Burns' poem "To a Mouse" which was John Steinbeck's inspiration for the title of his 1937 novella. The original title was Something That Happened.
Homework: none required :) OMAM extra credit is due on Tuesday, October 7th. School pictures will be taken on Monday during Social Studies classes.
vocabulary_word_web_benevolent.pdf | |
File Size: | 397 kb |
File Type: |
omam__extra_credit_options.docx | |
File Size: | 17 kb |
File Type: | docx |
Tuesday, October 7, 2014
1. Welcome, Attendance, AdvancED Survey Forms, Thursday's survey
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: reticent.
3. Students will turn in their extra credit assignments related to Of Mice and Men.
4. Students will read and analyze Robert Burns' poem "To A Mouse" which was John Steinbeck's inspiration for the title of his 1937 novella. The original title was Something That Happened.
5. Students will watch two scenes from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
Homework: Students will complete poetry analysis worksheet for "To A Mouse."
1. Welcome, Attendance, AdvancED Survey Forms, Thursday's survey
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: reticent.
3. Students will turn in their extra credit assignments related to Of Mice and Men.
4. Students will read and analyze Robert Burns' poem "To A Mouse" which was John Steinbeck's inspiration for the title of his 1937 novella. The original title was Something That Happened.
5. Students will watch two scenes from the 1992 movie version of Of Mice and Men starring Gary Sinise and John Malkovich.
Homework: Students will complete poetry analysis worksheet for "To A Mouse."
vocabulary_word_cards.docx | |
File Size: | 13 kb |
File Type: | docx |
qtoamouse.pdf | |
File Size: | 56 kb |
File Type: |
summary_of_robert_burns_to_a_mouse.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, October 9, 2014
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will travel to the computer lab to complete the AdvancEd Student Surveys.
3. Upon return to the classroom, students will follow directions for completing bubble sheets for the PSAT.
4. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: reticent.
5. As a class, students will discuss the summative meaning of each stanza of "To A Mouse" by Robert Burns.
6. In small groups, students will identify literary elements in each stanza. Students may refer to the lime green page of Literary Terms and Devices for definitions. Students will turn in papers for a classwork grade.
Homework: None! Enjoy Homecoming Weekend activities!
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will travel to the computer lab to complete the AdvancEd Student Surveys.
3. Upon return to the classroom, students will follow directions for completing bubble sheets for the PSAT.
4. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: reticent.
5. As a class, students will discuss the summative meaning of each stanza of "To A Mouse" by Robert Burns.
6. In small groups, students will identify literary elements in each stanza. Students may refer to the lime green page of Literary Terms and Devices for definitions. Students will turn in papers for a classwork grade.
Homework: None! Enjoy Homecoming Weekend activities!
vocabulary_word_web_reticent.pdf | |
File Size: | 418 kb |
File Type: |
lesson_2_burns_activity.pdf | |
File Size: | 617 kb |
File Type: |
literary_terms_and_devices_page_1.pdf | |
File Size: | 588 kb |
File Type: |
literary_terms_and_devices_page_2.pdf | |
File Size: | 586 kb |
File Type: |
Monday, October 13, 2014
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms, PSAT Information
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: garrulous. Block 4B will finish the word reticent also.
3. As a class, 4B students will discuss the summative meaning of each stanza of "To A Mouse" by Robert Burns. 3B and 4B students will discuss the literary elements found in each stanza.
4. Students will complete three tasks on the Introduction to Persuasion handout. First, students will watch the winning entry to the "u @ 50" contest sponsored by AARP. Second, students will respond to a related, controversial statement (take a stand and justify your response with specific details). Third, students will complete brainstorming list of common persuasive techniques.
Homework: Complete Introduction to Persuasion handout. Mentally prepare for PSAT on Wednesday, 10/15. AdvancED Parent Survey Forms due by Friday, 10/17.
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms, PSAT Information
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: garrulous. Block 4B will finish the word reticent also.
3. As a class, 4B students will discuss the summative meaning of each stanza of "To A Mouse" by Robert Burns. 3B and 4B students will discuss the literary elements found in each stanza.
4. Students will complete three tasks on the Introduction to Persuasion handout. First, students will watch the winning entry to the "u @ 50" contest sponsored by AARP. Second, students will respond to a related, controversial statement (take a stand and justify your response with specific details). Third, students will complete brainstorming list of common persuasive techniques.
Homework: Complete Introduction to Persuasion handout. Mentally prepare for PSAT on Wednesday, 10/15. AdvancED Parent Survey Forms due by Friday, 10/17.
vocabulary_word_web_garrulous.pdf | |
File Size: | 398 kb |
File Type: |
introduction_to_persuasion.doc | |
File Size: | 24 kb |
File Type: | doc |
lost_generation_jonathan_reed_u_50.docx | |
File Size: | 14 kb |
File Type: | docx |
Wednesday, October 15, 2014
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: ingenious.
3. Students will share and compare written responses to the prompt: Is your generation doing its part to preserve and change the world? All students will turn in Tasks 2 and 3 from the Introduction to Persuasion handout assigned on Monday.
4. Upfront Magazine - Cartoon Messages and "Guess Who's Looking at Your Facebook Page?"
Homework: nothing new! :) AdvancED Parent Survey Forms due by Friday, 10/17.
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: ingenious.
3. Students will share and compare written responses to the prompt: Is your generation doing its part to preserve and change the world? All students will turn in Tasks 2 and 3 from the Introduction to Persuasion handout assigned on Monday.
4. Upfront Magazine - Cartoon Messages and "Guess Who's Looking at Your Facebook Page?"
Homework: nothing new! :) AdvancED Parent Survey Forms due by Friday, 10/17.
vocabulary_word_web_ingenious.pdf | |
File Size: | 397 kb |
File Type: |
upfront_cartoons_october_6_2014.pdf | |
File Size: | 655 kb |
File Type: |
Friday, October 17, 2014
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: unscrupulous .
3. Students will define ethos, pathos, and logos. Students will take notes from the PowerPoint on Common Persuasive Devices.
4. Students will view storyboards, a speech, and commercials to recognize examples of ethos, pathos, logos.
5. Student will receive Holt Interactive Readers and write their full names on the spine of the book. These are consumable books which belong to the students. The replacement cost is $10.
6. We will read the introductory information for Thomas Jefferson's "Declaration of Independence" on page 99. Students will review the concepts of claim, counterclaim, and evidence so they can identify each in this famous document.
Homework: Study notes on ethos, pathos, and logos. In your Holt Interactive Reader, read and answer all questions on pages 99-103.
1. Welcome, Attendance, Collect AdvancED Parent Survey Forms
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: unscrupulous .
3. Students will define ethos, pathos, and logos. Students will take notes from the PowerPoint on Common Persuasive Devices.
4. Students will view storyboards, a speech, and commercials to recognize examples of ethos, pathos, logos.
5. Student will receive Holt Interactive Readers and write their full names on the spine of the book. These are consumable books which belong to the students. The replacement cost is $10.
6. We will read the introductory information for Thomas Jefferson's "Declaration of Independence" on page 99. Students will review the concepts of claim, counterclaim, and evidence so they can identify each in this famous document.
Homework: Study notes on ethos, pathos, and logos. In your Holt Interactive Reader, read and answer all questions on pages 99-103.
|
Tuesday, October 21, 2014
1. Welcome, Attendance
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: tenacious.
3. Students will review ethos, pathos, and logos.
4. Students will share and compare homework responses related to "The Declaration of Independence." As a class, we will discuss the framework of his argument: claim, counterclaim, evidence, call to action.
5. Students will read student examples of personal declarations of independence to identify the framework of their arguments: claim, counterclaim, evidence, call to action.
6. Students will begin reading Jonathan Edwards' sermon entitled "Sinners in the Hands of an Angry God."
Homework: In your Holt Interactive Reader, read and answer all questions on pages 38-45. PTA Reflections Contest Entries are due by Wednesday, October 29th.
1. Welcome, Attendance
2. Students will complete the vocabulary word-of-the-day. In addition to recording the definition, students will create a web of information to help them remember the word: tenacious.
3. Students will review ethos, pathos, and logos.
4. Students will share and compare homework responses related to "The Declaration of Independence." As a class, we will discuss the framework of his argument: claim, counterclaim, evidence, call to action.
5. Students will read student examples of personal declarations of independence to identify the framework of their arguments: claim, counterclaim, evidence, call to action.
6. Students will begin reading Jonathan Edwards' sermon entitled "Sinners in the Hands of an Angry God."
Homework: In your Holt Interactive Reader, read and answer all questions on pages 38-45. PTA Reflections Contest Entries are due by Wednesday, October 29th.
vocabulary_word_web_tenacious.pdf | |
File Size: | 426 kb |
File Type: |
ethospathoslogoscheatsheet.doc | |
File Size: | 35 kb |
File Type: | doc |
Thursday, October 23, 2014
1. Welcome, Attendance
2. Students will review all 12 vocabulary words in Unit 1. Individual challenges will include ABC order, definitions, synonyms, $$$$$ words, word ancestors/etymology, word relatives, and correct usage with context. In small groups, students will use BYOD to locate the best antonyms for each word.
3. Students will compare and discuss responses to Jonathan Edwards' sermon entitled "Sinners in the Hands of an Angry God." I will check for completion of activity while students are comparing answers to the text analysis activity on page 45 and the assessment activity on page 47. We will review assessment questions as a class.
4. Students will watch short SchoolTube video on "Sinners in the Hands of an Angry God." Students will discuss the emotional appeals (and their effectiveness on a Puritan or modern audience) that Edwards used in his sermon.
5. Students will complete a Quickwrite about a priceless object, person, or belief described on page 28 of the Holt Interactive Reader. Students will turn in papers.
6. Prior to reading the poetry, we will review the figurative language terms and examples on pages 28-29 as well as the Puritan style of archaic language and inverted syntax.
7. Students will read and analyze poems written by two Puritan writers: Anne Bradstreet and Edward Taylor.
Homework: In your Holt Interactive Reader, read and answer all questions on pages 28-35. Study for Vocabulary Test. PTA Reflections Contest Entries are due by Wednesday, October 29th.
1. Welcome, Attendance
2. Students will review all 12 vocabulary words in Unit 1. Individual challenges will include ABC order, definitions, synonyms, $$$$$ words, word ancestors/etymology, word relatives, and correct usage with context. In small groups, students will use BYOD to locate the best antonyms for each word.
3. Students will compare and discuss responses to Jonathan Edwards' sermon entitled "Sinners in the Hands of an Angry God." I will check for completion of activity while students are comparing answers to the text analysis activity on page 45 and the assessment activity on page 47. We will review assessment questions as a class.
4. Students will watch short SchoolTube video on "Sinners in the Hands of an Angry God." Students will discuss the emotional appeals (and their effectiveness on a Puritan or modern audience) that Edwards used in his sermon.
5. Students will complete a Quickwrite about a priceless object, person, or belief described on page 28 of the Holt Interactive Reader. Students will turn in papers.
6. Prior to reading the poetry, we will review the figurative language terms and examples on pages 28-29 as well as the Puritan style of archaic language and inverted syntax.
7. Students will read and analyze poems written by two Puritan writers: Anne Bradstreet and Edward Taylor.
Homework: In your Holt Interactive Reader, read and answer all questions on pages 28-35. Study for Vocabulary Test. PTA Reflections Contest Entries are due by Wednesday, October 29th.
adjectives_list.docx | |
File Size: | 13 kb |
File Type: | docx |
sinners_page_45_persuasion.jpg | |
File Size: | 429 kb |
File Type: | jpg |
sinners_page_47_assessment.jpg | |
File Size: | 512 kb |
File Type: | jpg |
ethoslogosandpathosquiz.pdf | |
File Size: | 247 kb |
File Type: |
Monday, October 27, 2014
1. Welcome, Attendance, College Night, PTA Reflections Contest Quickwrite
2. Students will take a test on all 12 vocabulary words in Unit 1. Questions will include definitions, synonyms, antonyms, and correct usage in context.
3. When students are finished with their vocabulary tests, they will complete pages 36-37 on Puritan poetry.
4. After all tests are turned in, we will briefly discuss the Holt Interactive Reader questions from homework (pages 30-35) and the assessment questions on page 37. How are the poems persuasive?
5. As a class, we will finish our discussion of "Sinners in the Hands of an Angry God" from Thursday. We will discuss the assessment activity on page 47 as well as examples of pathos (emotional appeals) in Edwards' sermon. Students will consider why those emotional appeals would (or would not) work on a traditional, modern audience? Students will turn in their Holt Readers for my review and for storage.
6. For the remainder of the class, students will work on the webquest for The Scarlet Letter.
Homework: Scarlet Letter WebQuest due Friday, October 31st. PTA Reflections Contest Entries are due by Wednesday, October 29th. Beginning Wednesday, you will need Post-it notes for annotations in The Scarlet Letter.
1. Welcome, Attendance, College Night, PTA Reflections Contest Quickwrite
2. Students will take a test on all 12 vocabulary words in Unit 1. Questions will include definitions, synonyms, antonyms, and correct usage in context.
3. When students are finished with their vocabulary tests, they will complete pages 36-37 on Puritan poetry.
4. After all tests are turned in, we will briefly discuss the Holt Interactive Reader questions from homework (pages 30-35) and the assessment questions on page 37. How are the poems persuasive?
5. As a class, we will finish our discussion of "Sinners in the Hands of an Angry God" from Thursday. We will discuss the assessment activity on page 47 as well as examples of pathos (emotional appeals) in Edwards' sermon. Students will consider why those emotional appeals would (or would not) work on a traditional, modern audience? Students will turn in their Holt Readers for my review and for storage.
6. For the remainder of the class, students will work on the webquest for The Scarlet Letter.
Homework: Scarlet Letter WebQuest due Friday, October 31st. PTA Reflections Contest Entries are due by Wednesday, October 29th. Beginning Wednesday, you will need Post-it notes for annotations in The Scarlet Letter.
2014ptsastudententryform.pdf | |
File Size: | 176 kb |
File Type: |
2014-2015_participation_rules.pdf | |
File Size: | 485 kb |
File Type: |
call_for_entries_flyer_eng.doc | |
File Size: | 215 kb |
File Type: | doc |
puritan_poetry_page_36_figurative_language.jpg | |
File Size: | 534 kb |
File Type: | jpg |
puritan_poetry_page_37_assessment.jpg | |
File Size: | 465 kb |
File Type: | jpg |
scarlet_letter_webquest.docx | |
File Size: | 20 kb |
File Type: | docx |
Wednesday, October 29, 2014
1. Welcome, Attendance
2. Share PTA Reflections Contest Entries - EXTRA CREDIT
3. Students will sign for novel copies of The Scarlet Letter and view reading schedule for selected excerpts.
4. Students will view introductory PowerPoint on The Scarlet Letter to become aware of the main characters, the setting, and the basic plot. Students will also review particular themes and symbols to notice in their reading.
5. Together, students will read Chapter 1 - The Prison Door. Students will comment on the language, the style, and the symbolism in Chapter 1.
6. For the remainder of the class, students will work on the webquest for The Scarlet Letter or the assigned reading in The Scarlet Letter.
Homework: Begin work on assigned reading (Chapters 2 & 3) and annotations in The Scarlet Letter. Scarlet Letter WebQuest due Friday, October 31st.
1. Welcome, Attendance
2. Share PTA Reflections Contest Entries - EXTRA CREDIT
3. Students will sign for novel copies of The Scarlet Letter and view reading schedule for selected excerpts.
4. Students will view introductory PowerPoint on The Scarlet Letter to become aware of the main characters, the setting, and the basic plot. Students will also review particular themes and symbols to notice in their reading.
5. Together, students will read Chapter 1 - The Prison Door. Students will comment on the language, the style, and the symbolism in Chapter 1.
6. For the remainder of the class, students will work on the webquest for The Scarlet Letter or the assigned reading in The Scarlet Letter.
Homework: Begin work on assigned reading (Chapters 2 & 3) and annotations in The Scarlet Letter. Scarlet Letter WebQuest due Friday, October 31st.
the_scarlet_letter_reading_schedule_2014.docx | |
File Size: | 15 kb |
File Type: | docx |
annotation_bookmark_clay_modified.docx | |
File Size: | 17 kb |
File Type: | docx |
scarletletter_powerpoint.ppt | |
File Size: | 2124 kb |
File Type: | ppt |
Friday, October 31, 2014 - HALLOWEEN
1. Welcome, Attendance
2. Return and review Vocabulary Tests on Unit 1 - Adjectives
3. Students will be grouped into 4 groups to discuss the Scarlet Letter WebQuest. Each group will be assigned a section to present to the class. Every group member must speak and responses should be divided evenly. Students will receive an individual grade as well as a group presentation grade.
4. Students will work on the assigned reading, focusing on symbolism and language of the author.
5. Students will view an excerpt of The Scarlet Letter from SchoolTube.
Homework: Work on assigned reading (Chapters 2 & 3) and annotations in The Scarlet Letter which is due on Wednesday.
1. Welcome, Attendance
2. Return and review Vocabulary Tests on Unit 1 - Adjectives
3. Students will be grouped into 4 groups to discuss the Scarlet Letter WebQuest. Each group will be assigned a section to present to the class. Every group member must speak and responses should be divided evenly. Students will receive an individual grade as well as a group presentation grade.
4. Students will work on the assigned reading, focusing on symbolism and language of the author.
5. Students will view an excerpt of The Scarlet Letter from SchoolTube.
Homework: Work on assigned reading (Chapters 2 & 3) and annotations in The Scarlet Letter which is due on Wednesday.