Wednesday, October 1, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will turn in extra credit worksheet on Identifying Genre and Subgenre #3.
2. Students will copy down 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 view a short YouTube clip on literary genres and subgenres. As a class, we will finish reviewing the gallery photos on well-known books and movies.
4. Students will take a quiz on literary genre terms and identifying literary genre and sub-genre.
5. When students finish, they will read/reread the article on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will begin brainstorming ways of transforming the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment will be printed and given to students. We will take some class time on Friday to finish rough drafts of this assignment.
Homework: Begin working on your genre transformation assignment. Rough drafts are due at the end of the block on Friday. Encourage your parents to come to Open House TONIGHT!
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will turn in extra credit worksheet on Identifying Genre and Subgenre #3.
2. Students will copy down 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 view a short YouTube clip on literary genres and subgenres. As a class, we will finish reviewing the gallery photos on well-known books and movies.
4. Students will take a quiz on literary genre terms and identifying literary genre and sub-genre.
5. When students finish, they will read/reread the article on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will begin brainstorming ways of transforming the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment will be printed and given to students. We will take some class time on Friday to finish rough drafts of this assignment.
Homework: Begin working on your genre transformation assignment. Rough drafts are due at the end of the block on Friday. Encourage your parents to come to Open House TONIGHT!
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Friday, October 3, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will copy down 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.
5. Students will read/reread the articles on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will transform the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment were given to students on Wednesday. Today, students will finish typing drafts of this assignment on laptop computers.
Homework: Finish typing your genre transformation assignment if you did not finish in class today. For next Thursday, read pages 538-539 in the Write Source textbook. Complete the 3 Try It activities on pages 538-539.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will copy down 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.
5. Students will read/reread the articles on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will transform the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment were given to students on Wednesday. Today, students will finish typing drafts of this assignment on laptop computers.
Homework: Finish typing your genre transformation assignment if you did not finish in class today. For next Thursday, read pages 538-539 in the Write Source textbook. Complete the 3 Try It activities on pages 538-539.
vocabulary_word_web_benevolent.pdf | |
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genre_shift_assignment_lake_tawakoni.docx | |
File Size: | 17 kb |
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write_source_page_538.jpg | |
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write_source_page_539.jpg | |
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Tuesday, October 7, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will copy down 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 read/reread the articles on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will transform the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment were given to students on Wednesday. Today, students will finish typing drafts of this assignment on laptop computers.
4. Students will complete a self-evaluation submission sheet for their genre shift assignment.
5. Independent Work: Students may work on their Write Source assignment or on extra credit entries for the PTA Reflections Contest. This year's theme is "The World Would Be A Better Place If..." Entries are due by October 29th.
Homework: Finish typing your genre transformation Students will copy down 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.assignment if you did not finish in class today. Read pages 538-539 in the Write Source textbook. Complete the 3 Try It activities on pages 538-539. PTA Reflections Contest entries (extra credit) are due by October 29th.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will copy down 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 read/reread the articles on the giant spider web in Lake Tawakoni State Park in Texas. Considering all of the genres we have reviewed, students will transform the non-fiction article/pictures/video into a new genre. I will encourage students to create a realistic fiction short story, a myth, a fable, a fairy tale, a play, or a poem. Details about the assignment were given to students on Wednesday. Today, students will finish typing drafts of this assignment on laptop computers.
4. Students will complete a self-evaluation submission sheet for their genre shift assignment.
5. Independent Work: Students may work on their Write Source assignment or on extra credit entries for the PTA Reflections Contest. This year's theme is "The World Would Be A Better Place If..." Entries are due by October 29th.
Homework: Finish typing your genre transformation Students will copy down 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.assignment if you did not finish in class today. Read pages 538-539 in the Write Source textbook. Complete the 3 Try It activities on pages 538-539. PTA Reflections Contest entries (extra credit) are due by October 29th.
vocabulary_word_web_reticent.pdf | |
File Size: | 418 kb |
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genre_transformation_evaluation.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, October 9, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will turn in homework from Write Source textbooks: 3 Try It activities on pages 538-539.
3. Students will share their genre transformation assignment with their north and south partners.
4. Students will complete a self-evaluation submission sheet for their genre shift assignment.
5. Students will review graded genre quizzes. Students will save in their notebooks.
6. Students will sign accession bar codes for Grade 9 Literature textbooks. Students will write their first and last name inside the textbook to take home and leave at home until the book check in January.
7. On their own paper, students will create word bursts for the terms "game" and "survivor" prior to beginning Richard Connell's short fiction story entitled "The Most Dangerous Game."
8. As students read, I will direct them to look for details the author includes to create a suspenseful mood. As a class, we will stop periodically to identify words and phrases which reveal a suspenseful mood.
Homework: None! :) Enjoy Homecoming Weekend Festivities!
Take your literature book home and leave it home until I ask you to bring it in in January. PTA Reflections Contest entries (extra credit) are due by October 29th.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it.
2. Students will turn in homework from Write Source textbooks: 3 Try It activities on pages 538-539.
3. Students will share their genre transformation assignment with their north and south partners.
4. Students will complete a self-evaluation submission sheet for their genre shift assignment.
5. Students will review graded genre quizzes. Students will save in their notebooks.
6. Students will sign accession bar codes for Grade 9 Literature textbooks. Students will write their first and last name inside the textbook to take home and leave at home until the book check in January.
7. On their own paper, students will create word bursts for the terms "game" and "survivor" prior to beginning Richard Connell's short fiction story entitled "The Most Dangerous Game."
8. As students read, I will direct them to look for details the author includes to create a suspenseful mood. As a class, we will stop periodically to identify words and phrases which reveal a suspenseful mood.
Homework: None! :) Enjoy Homecoming Weekend Festivities!
Take your literature book home and leave it home until I ask you to bring it in in January. PTA Reflections Contest entries (extra credit) are due by October 29th.
blank_graphic_organizer.jpg | |
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blank_double_bubble_graphic_organizer.jpg | |
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Monday, October 13, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will also add Holt Literature online textbook login (lclay106) and password (v3s6p). I will confirm which students have turned in their Genre Transformation Writing Assignment.
2. Students will copy down 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.
3. Students will review graded genre quizzes. Students will save in their notebooks.
4. I will issue Holt Interactive Readers. Students are expected to write in these books and carry them home when homework is assigned in them. Otherwise, they will be stored in the classroom.
5. We will review the background/exposition of the story we started last block. I will review the literary terms related to the plot diagram highlighted on page 4. We will read the vocabulary words, definitions, and sentences on page 5.
6. I will lead students through the questions on page 6 through page 8 (line 82,) which is where we left off last block. As students continue to read "The Most Dangerous Game," they will respond to all questions in the margins on pages 8 - 17.
Homework: Read through page 17 and complete all questions in the margins of pages 6-17 in the Holt Interactive Reader. Read pages 540-541 in your Write Source textbook. Complete the Try It activity on each page by Friday.
Notes: There will be an adjusted schedule on Wednesday to allow select students to take the PSAT. PTA Reflections Contest entries (extra credit) are due by October 29th.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will also add Holt Literature online textbook login (lclay106) and password (v3s6p). I will confirm which students have turned in their Genre Transformation Writing Assignment.
2. Students will copy down 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.
3. Students will review graded genre quizzes. Students will save in their notebooks.
4. I will issue Holt Interactive Readers. Students are expected to write in these books and carry them home when homework is assigned in them. Otherwise, they will be stored in the classroom.
5. We will review the background/exposition of the story we started last block. I will review the literary terms related to the plot diagram highlighted on page 4. We will read the vocabulary words, definitions, and sentences on page 5.
6. I will lead students through the questions on page 6 through page 8 (line 82,) which is where we left off last block. As students continue to read "The Most Dangerous Game," they will respond to all questions in the margins on pages 8 - 17.
Homework: Read through page 17 and complete all questions in the margins of pages 6-17 in the Holt Interactive Reader. Read pages 540-541 in your Write Source textbook. Complete the Try It activity on each page by Friday.
Notes: There will be an adjusted schedule on Wednesday to allow select students to take the PSAT. PTA Reflections Contest entries (extra credit) are due by October 29th.
vocabulary_word_web_garrulous.pdf | |
File Size: | 398 kb |
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tmdg_vocabulary_page_5.jpg | |
File Size: | 468 kb |
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Wednesday, October 15, 2014 - ADJUSTED SCHEDULE FOR THE PSAT
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will also add Holt Literature online textbook login (lclay106) and password (v3s6p).
2. Students will copy down 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. Independent Work - Students will use remaining class time to complete pages 6 - 17 in the Holt Interactive Readers or pages 540-541 in the Write Source textbook .
Homework: SAME AS MONDAY! Finish reading through page 17 in the Holt Reader and complete all questions in the margins of pages 6-17. Read pages 540-541 in your Write Source textbook. Complete the Try It activity on each page by Friday.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners and I will circulate to check it. Students will also add Holt Literature online textbook login (lclay106) and password (v3s6p).
2. Students will copy down 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. Independent Work - Students will use remaining class time to complete pages 6 - 17 in the Holt Interactive Readers or pages 540-541 in the Write Source textbook .
Homework: SAME AS MONDAY! Finish reading through page 17 in the Holt Reader and complete all questions in the margins of pages 6-17. Read pages 540-541 in your Write Source textbook. Complete the Try It activity on each page by Friday.
vocabulary_word_web_ingenious.pdf | |
File Size: | 397 kb |
File Type: |
Friday, October 17, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners.
2. Students will turn in their Write Source homework from pages 540-541.
3. Students will copy down 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 .
4. While I check for homework completion, students will share and compare their responses to pages 6-17 of The Holt Interactive Reader.
5. As a class, we will discuss a few questions related to characterization and conflict. Students will view two book trailers to pique their interest.
6. Reading Comprehension & Analysis - As a class, we will continue reading the short story. Students will finish reading the story and complete pages 18 - end of the Holt Interactive Readers for homework.
Homework: Finish reading "The Most Dangerous Game" in the Holt Reader and complete all remaining questions in the margins. Be ready for a reading check quiz on Tuesday.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners.
2. Students will turn in their Write Source homework from pages 540-541.
3. Students will copy down 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 .
4. While I check for homework completion, students will share and compare their responses to pages 6-17 of The Holt Interactive Reader.
5. As a class, we will discuss a few questions related to characterization and conflict. Students will view two book trailers to pique their interest.
6. Reading Comprehension & Analysis - As a class, we will continue reading the short story. Students will finish reading the story and complete pages 18 - end of the Holt Interactive Readers for homework.
Homework: Finish reading "The Most Dangerous Game" in the Holt Reader and complete all remaining questions in the margins. Be ready for a reading check quiz on Tuesday.
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Tuesday, October 21, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will record homework in their planners.
2. Students will go to the auditorium for the I Need A Lighthouse Presentation.
3. After the assembly, students will copy down 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.
4. Students will turn in their Holt Readers for homework evaluation. I will return Holt Readers during class on Thursday.
5. Students will take a Reading Check Quiz on "The Most Dangerous Game."
6. If time, students will begin homework assignment in the Write Source textbook.
Homework: Read pages 542-543 in your Write Source textbook. Complete the Try It! activities on each page.
the_most_dangerous_game_reading_check_quiz.docx | |
File Size: | 20 kb |
File Type: | docx |
write_source_page_542.jpg | |
File Size: | 516 kb |
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write_source_page_543.jpg | |
File Size: | 522 kb |
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Thursday, October 23, 2014
1. Welcome, Attendance - I will take attendance while students record homework in their planners.
2. Students will turn in their homework from Write Source pages 542-543.
3. Students will copy down 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.
4. I will return and review the Reading Check Quiz taken last class on "The Most Dangerous Game." I will follow up with six assessment practice questions from page 33 in the Holt Interactive Reader.
5. Students will read about the archetypal symbolic journey of a hero as it connects to "The Most Dangerous Game. Liken the archetypal journey to the characters of Indiana Jones, Spiderman, Mr. Incredible, and more.
6. Students will begin working on The Body Biography assignment for "The Most Dangerous Game."
I will review the basics of the assignment, but students are responsible to reading the directions. This is not a homework assignment as we will have some class time on Monday to complete it.
Homework: Read pages 544-545 in your Write Source textbook. Complete the Try It! activities on each page for next Wednesday, October 29th.
Looking Ahead: PTA Reflections Contest Entries are due by next Wednesday, October 29th.
You will have a TEST on this quarter's vocabulary words (12 of them) on Friday, October 31st.
1. Welcome, Attendance - I will take attendance while students record homework in their planners.
2. Students will turn in their homework from Write Source pages 542-543.
3. Students will copy down 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.
4. I will return and review the Reading Check Quiz taken last class on "The Most Dangerous Game." I will follow up with six assessment practice questions from page 33 in the Holt Interactive Reader.
5. Students will read about the archetypal symbolic journey of a hero as it connects to "The Most Dangerous Game. Liken the archetypal journey to the characters of Indiana Jones, Spiderman, Mr. Incredible, and more.
6. Students will begin working on The Body Biography assignment for "The Most Dangerous Game."
I will review the basics of the assignment, but students are responsible to reading the directions. This is not a homework assignment as we will have some class time on Monday to complete it.
Homework: Read pages 544-545 in your Write Source textbook. Complete the Try It! activities on each page for next Wednesday, October 29th.
Looking Ahead: PTA Reflections Contest Entries are due by next Wednesday, October 29th.
You will have a TEST on this quarter's vocabulary words (12 of them) on Friday, October 31st.
write_source_pages_542_-_543_interactive_answers.docx | |
File Size: | 13 kb |
File Type: | docx |
vocabulary_word_web_tenacious.pdf | |
File Size: | 426 kb |
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tmdg_assessment_practice_page_33.jpg | |
File Size: | 530 kb |
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thestagesoftheherosjourneyinthemostdangerousgame.doc | |
File Size: | 40 kb |
File Type: | doc |
Monday, October 27, 2014
1. Welcome, Attendance, Planners
2. PTA Reflections Quickwrite
3. Students will review all 12 vocabulary words in Unit 1. Individual challenges will include ABC order, definitions, synonyms, $$$$$ words, and correct usage with context. In small groups, students will use BYOD to locate the best antonyms for each word. To prepare for the test on Wednes, students are encouraged to study their vocabulary notes and review the gallery of pictures on our class website.
4. Students will begin working on The Body Biography assignment for "The Most Dangerous Game."
I will review the basics of the assignment, but students are responsible to reading and following the directions.
5. I will return Holt Interactive Readers to students individually so that I can conference with students on their grades.
6. If students finish, they may study for the vocabulary test or work on the Write Source homework.
Homework: Continue working on Body Biography for homework. Read pages 544-545 in your Write Source textbook. Complete the Try It! activities on each page for next Wednesday, October 29th. PTA Reflections Contest Entries are due on Wednesday, October 29th.
1. Welcome, Attendance, Planners
2. PTA Reflections Quickwrite
3. Students will review all 12 vocabulary words in Unit 1. Individual challenges will include ABC order, definitions, synonyms, $$$$$ words, and correct usage with context. In small groups, students will use BYOD to locate the best antonyms for each word. To prepare for the test on Wednes, students are encouraged to study their vocabulary notes and review the gallery of pictures on our class website.
4. Students will begin working on The Body Biography assignment for "The Most Dangerous Game."
I will review the basics of the assignment, but students are responsible to reading and following the directions.
5. I will return Holt Interactive Readers to students individually so that I can conference with students on their grades.
6. If students finish, they may study for the vocabulary test or work on the Write Source homework.
Homework: Continue working on Body Biography for homework. Read pages 544-545 in your Write Source textbook. Complete the Try It! activities on each page for next Wednesday, October 29th. PTA Reflections Contest Entries are due on Wednesday, October 29th.
themostdangerousgame_body_biography.pdf | |
File Size: | 460 kb |
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adjectives_list.docx | |
File Size: | 13 kb |
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call_for_entries_flyer_eng.doc | |
File Size: | 215 kb |
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2014ptsastudententryform.pdf | |
File Size: | 176 kb |
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2014-2015_participation_rules.pdf | |
File Size: | 485 kb |
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Wednesday, October 29, 2014
1. Welcome, Attendance, Planners
2. Students will share and turn in their PTA Reflections Entries Submitted for Extra Credit
3. Students will compare homework responses for pages 544-545 in the Write Source textbook while I circulate the room to check for completion. I will review model answers for each exercise for students to copy.
4. Students will review vocabulary for a few minutes prior to taking the test on all 12 words. I will review all words using the picture gallery on our class website.
5. After taking the test, students will work on their Body Biography assignment for "The Most Dangerous Game."
6. Students who finish early may begin working on the Plot Pattern for "The Most Dangerous Game."
Homework: Complete Body Biography assignment if you did not turn it in today.
write_source_homework_pages_544-545.docx | |
File Size: | 16 kb |
File Type: | docx |
Friday, October 31, 2014 - HALLOWEEN!
1. Welcome, Attendance, Planners
2. Students will share and compare their Body Biography assignments before turning them in for teacher evaluation. Students will be given five stickers to place on student assignments that show the most effort, thought, and creativity.
3. Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.Students will review the literary terminology related to plot: exposition, rising action, climax, falling action, resolution, flashback, and foreshadowing.
4. Students will take notes on a graphic organizer for the plot pattern diagram of "The Most Dangerous Game."
5. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes in order to create a plot pattern graphic organizer. If time, students will view related, separate video trailers which summarize the story and reinforce the concepts on the plot pattern diagram. Students will turn in the their notes for a classwork grade.
Homework: none :) Have a fun (but safe) Halloween weekend! Don't forget to set your clocks back on Saturday night. You get an extra hour of sleep!
1. Welcome, Attendance, Planners
2. Students will share and compare their Body Biography assignments before turning them in for teacher evaluation. Students will be given five stickers to place on student assignments that show the most effort, thought, and creativity.
3. Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.Students will review the literary terminology related to plot: exposition, rising action, climax, falling action, resolution, flashback, and foreshadowing.
4. Students will take notes on a graphic organizer for the plot pattern diagram of "The Most Dangerous Game."
5. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes in order to create a plot pattern graphic organizer. If time, students will view related, separate video trailers which summarize the story and reinforce the concepts on the plot pattern diagram. Students will turn in the their notes for a classwork grade.
Homework: none :) Have a fun (but safe) Halloween weekend! Don't forget to set your clocks back on Saturday night. You get an extra hour of sleep!
literary_elements_glossary_-_notes.jpg | |
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tmdg_plot_pattern_answer_key.jpg | |
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plot_pattern_graphic_organizer.jpg | |
File Size: | 40 kb |
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