Wednesday, September 3, 2014
1. Welcome, Attendance - Students will choose a seat as they enter the classroom. I will take attendance while students complete student information sheets .
2. Introductions - Using my name plate as an example, students will create their own to learn the names of the people in their group. In turn, each person will introduce themselves to the class by name, by favorite book, and by favorite movie.
4. Icebreaker – 7-Word Summer Memoirs - In small groups, students will create a description of summer in exactly 7 words. It may take the form of a sentence, a phrase, or a list of words. No matter the form, students should consider and choose their words carefully before presenting to the class.
5. Class Expectations Overview - Students will receive a copy of the Class Expectations sheet, and I will highlight the main points and answer questions.
6. Letter to Mrs. Clay - Distribute handout for writing assignment and review directions. Encourage students to make a positive first impression, not only with what they write but also with how they write. Begin drafts in class. Students will finish letters for homework.
Homework: Read, sign, and return class expectations. Edit and rewrite/type your introductory letter to turn in on Friday.
1. Welcome, Attendance - Students will choose a seat as they enter the classroom. I will take attendance while students complete student information sheets .
2. Introductions - Using my name plate as an example, students will create their own to learn the names of the people in their group. In turn, each person will introduce themselves to the class by name, by favorite book, and by favorite movie.
4. Icebreaker – 7-Word Summer Memoirs - In small groups, students will create a description of summer in exactly 7 words. It may take the form of a sentence, a phrase, or a list of words. No matter the form, students should consider and choose their words carefully before presenting to the class.
5. Class Expectations Overview - Students will receive a copy of the Class Expectations sheet, and I will highlight the main points and answer questions.
6. Letter to Mrs. Clay - Distribute handout for writing assignment and review directions. Encourage students to make a positive first impression, not only with what they write but also with how they write. Begin drafts in class. Students will finish letters for homework.
Homework: Read, sign, and return class expectations. Edit and rewrite/type your introductory letter to turn in on Friday.
english_class_information_sheet.docx | |
File Size: | 15 kb |
File Type: | docx |
english_11_class_expectations_clay_2014-2015.docx | |
File Size: | 26 kb |
File Type: | docx |
letter_to_mrs._clay.docx | |
File Size: | 21 kb |
File Type: | docx |
Friday, September 5, 2014
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will turn in signed class expectations.
2. Materials - Students will label their two-pocket folders to store in the classroom. We will begin using them next week. Emphasize the need for post-it notes for both Tuesday and Thursday next week.
3. Letter to Mrs. Clay - Prior to turning in their homework assignment, students will evaluate their letters to me using a plus/delta tool. (WIP #1 - Friendly Letter, Reflective Writing)
4. NEWS Partners - Students will find two different partners on the compass graphic organizer for the North and South compass points.
5. What is the American Dream? - Students will begin brainstorming (with their North partner) various places, people, symbols, and concepts which are associated with America. Partners will share their best/most original ideas with the class. Then, continuing with their North partner, students will discuss what then is "The American Dream." Students will turn in papers for teacher review. The teacher will show a short YouTube video: What Does America Promise?
6. Independently, students will begin their homework of reading several poems on the subject of America. Students will select the most appealing poem to annotate for homework.
Homework - For Tuesday, read the selection of American Dream poetry and choose one to annotate.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will turn in signed class expectations.
2. Materials - Students will label their two-pocket folders to store in the classroom. We will begin using them next week. Emphasize the need for post-it notes for both Tuesday and Thursday next week.
3. Letter to Mrs. Clay - Prior to turning in their homework assignment, students will evaluate their letters to me using a plus/delta tool. (WIP #1 - Friendly Letter, Reflective Writing)
4. NEWS Partners - Students will find two different partners on the compass graphic organizer for the North and South compass points.
5. What is the American Dream? - Students will begin brainstorming (with their North partner) various places, people, symbols, and concepts which are associated with America. Partners will share their best/most original ideas with the class. Then, continuing with their North partner, students will discuss what then is "The American Dream." Students will turn in papers for teacher review. The teacher will show a short YouTube video: What Does America Promise?
6. Independently, students will begin their homework of reading several poems on the subject of America. Students will select the most appealing poem to annotate for homework.
Homework - For Tuesday, read the selection of American Dream poetry and choose one to annotate.
letter_to_mrs._clay_plus_delta_evaluation.docx | |
File Size: | 18 kb |
File Type: | docx |
compass_point_graphic.jpg | |
File Size: | 26 kb |
File Type: | jpg |
poetry_and_the_american_dream.docx | |
File Size: | 15 kb |
File Type: | docx |
Tuesday, September 9, 2014
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart.
2. Materials - Students will label their two-pocket folders to store in the classroom.
3. Prior to turning in their homework, students will meet in small groups with students who chose the same poem to analyze. One person from each group will summarize what the group said about question 3: What is the overall message of the poem? Students will turn in poetry analysis for teacher review.
4. The teacher will show a short YouTube video: What Does America Promise? as well as a clip from the NY Times about the American Dream.
5. Students will then take notes on The American Dream from a PowerPoint using a guided framework of notes. New concept to emphasize - paradox. As a class, students will analyze examples of paradox.
6. Begin Quilt Square Project - Given basic directions, students will create an American Dream Quilt Square for display. (WIP #2)
Homework: Work on American Dream Quilt Square - due Monday, September 15th. On Thursday, we will go to the Administrative Orientation Assembly.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart.
2. Materials - Students will label their two-pocket folders to store in the classroom.
3. Prior to turning in their homework, students will meet in small groups with students who chose the same poem to analyze. One person from each group will summarize what the group said about question 3: What is the overall message of the poem? Students will turn in poetry analysis for teacher review.
4. The teacher will show a short YouTube video: What Does America Promise? as well as a clip from the NY Times about the American Dream.
5. Students will then take notes on The American Dream from a PowerPoint using a guided framework of notes. New concept to emphasize - paradox. As a class, students will analyze examples of paradox.
6. Begin Quilt Square Project - Given basic directions, students will create an American Dream Quilt Square for display. (WIP #2)
Homework: Work on American Dream Quilt Square - due Monday, September 15th. On Thursday, we will go to the Administrative Orientation Assembly.
american_dream_clips.docx | |
File Size: | 49 kb |
File Type: | docx |
the_paradox_of_the_american_dream_notes.docx | |
File Size: | 19 kb |
File Type: | docx |
american_dream_paradox.ppt | |
File Size: | 785 kb |
File Type: | ppt |
american_dream_quilt_square.pdf | |
File Size: | 226 kb |
File Type: |
Thursday, September 11, 2014 - Patriot Day! Remember 9/11/2001!
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
2. Administrative Orientation Assembly - Students will travel to the auditorium and sit as a class for the Administrative Orientation Assembly.
3. SOL Writing Pretest - (WIP #3) - Given a standardized prompt, students will follow the steps of the writing process to show their writing ability at the beginning of 11th grade.
4, American Dream Quilt Square - If students finish the SOL writing pretest before the end of the block, they may work independently on their quilt square.
Homework: For Monday, finish your American Dream Quilt Square. If you did not finish your SOL Writing Pretest, complete it for homework.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
2. Administrative Orientation Assembly - Students will travel to the auditorium and sit as a class for the Administrative Orientation Assembly.
3. SOL Writing Pretest - (WIP #3) - Given a standardized prompt, students will follow the steps of the writing process to show their writing ability at the beginning of 11th grade.
4, American Dream Quilt Square - If students finish the SOL writing pretest before the end of the block, they may work independently on their quilt square.
Homework: For Monday, finish your American Dream Quilt Square. If you did not finish your SOL Writing Pretest, complete it for homework.
sol_pretest_-_technology_prompt.docx | |
File Size: | 124 kb |
File Type: | docx |
Monday, September 15, 2014
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
2. Students will turn in their SOL Writing Pretests if they did not finish them in class on Thursday.
3. American Dream Quilt Square - Students will share their quilt squares in small groups prior to turning them in for a project grade. Students will review the directions and determine who did the best job following directions.
4. Annotating Literature - I will review with students the benefits of annotating with post-it notes and colorful pens/pencils as they read literature. Using the annotation bookmark as a guide, I will review the types of annotations they should make while reading literature.
5. "Recitatif" by Toni Morrison - Students will practice annotating as they read Toni Morrison's short story: "Recitatif." During class on Wednesday, we will discuss the literary elements of the story in addition to students' opinions of the racial identity of the two main characters.
Homework: Finish reading and annotating "Recitatif" to prepare for Philosophical Chairs class discussion on Wednesday.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
2. Students will turn in their SOL Writing Pretests if they did not finish them in class on Thursday.
3. American Dream Quilt Square - Students will share their quilt squares in small groups prior to turning them in for a project grade. Students will review the directions and determine who did the best job following directions.
4. Annotating Literature - I will review with students the benefits of annotating with post-it notes and colorful pens/pencils as they read literature. Using the annotation bookmark as a guide, I will review the types of annotations they should make while reading literature.
5. "Recitatif" by Toni Morrison - Students will practice annotating as they read Toni Morrison's short story: "Recitatif." During class on Wednesday, we will discuss the literary elements of the story in addition to students' opinions of the racial identity of the two main characters.
Homework: Finish reading and annotating "Recitatif" to prepare for Philosophical Chairs class discussion on Wednesday.
annotation_bookmark_clay.docx | |
File Size: | 15 kb |
File Type: | docx |
recitatif_by_toni_morrison_text.docx | |
File Size: | 37 kb |
File Type: | docx |
Wednesday, September 17, 2014
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
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: meticulous.
3. In small groups, students will discuss their opinions on Toni Morrison's short story, "Recitatif." They will discuss who is the protagonist and the antagonist as well as the racial identity of each character.
4. Students will then move to one side of the classroom to show their opinion on racial identity. With those new groups, they will make a list of the 10 most compelling reasons why Twyla/Roberta is black/white. After 8-10 minutes, a spokesperson from each group will share the lists with the class. At that point, students may change their minds based on the textual evidence given.
5. Persuasive Writing - students will draft a persuasive essay (multi-paragraph) which proves their assertion. Students may use the following thesis statement or create one of their own. Based on the textual evidence found in Toni Morrison's short story, "Recitatif," Twyla/Roberta is most likely/undoubtedly/most assuredly/indubitably the character who is white/black.
Homework: Bring rough draft of "Recitatif" essay to class on Friday.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. Students will put writing folders in black crate.
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: meticulous.
3. In small groups, students will discuss their opinions on Toni Morrison's short story, "Recitatif." They will discuss who is the protagonist and the antagonist as well as the racial identity of each character.
4. Students will then move to one side of the classroom to show their opinion on racial identity. With those new groups, they will make a list of the 10 most compelling reasons why Twyla/Roberta is black/white. After 8-10 minutes, a spokesperson from each group will share the lists with the class. At that point, students may change their minds based on the textual evidence given.
5. Persuasive Writing - students will draft a persuasive essay (multi-paragraph) which proves their assertion. Students may use the following thesis statement or create one of their own. Based on the textual evidence found in Toni Morrison's short story, "Recitatif," Twyla/Roberta is most likely/undoubtedly/most assuredly/indubitably the character who is white/black.
Homework: Bring rough draft of "Recitatif" essay to class on Friday.
vocabulary_word_web_meticulous.pdf | |
File Size: | 382 kb |
File Type: |
recitatif_by_toni_morrison_text.docx | |
File Size: | 37 kb |
File Type: | docx |
Friday, September 19, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: gregarious.
3. Students will share the rough drafts of their persuasive essays with their north partners and then their south partners. Each partner will complete a peer review comment sheet.
4. Students will take notes on a PowerPoint on John Steinbeck and California in the 1920's.
5. Students will sign for novel copies and begin reading Chapter 1 of Of Mice and Men. Students should look for details about character to annotate in Chapter 1.
Homework: Read Chapters 1 - 2 of Of Mice and Men. Add 10 post-it note annotations for each chapter.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: gregarious.
3. Students will share the rough drafts of their persuasive essays with their north partners and then their south partners. Each partner will complete a peer review comment sheet.
4. Students will take notes on a PowerPoint on John Steinbeck and California in the 1920's.
5. Students will sign for novel copies and begin reading Chapter 1 of Of Mice and Men. Students should look for details about character to annotate in Chapter 1.
Homework: Read Chapters 1 - 2 of Of Mice and Men. Add 10 post-it note annotations for each chapter.
vocabulary_word_web_gregarious.pdf | |
File Size: | 329 kb |
File Type: |
racial_identity_in_recitatif_plus_delta_evaluation.docx | |
File Size: | 18 kb |
File Type: | docx |
of_mice_and_men_powerpoint.ppt | |
File Size: | 2460 kb |
File Type: | ppt |
Tuesday, September 23, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate. I will distribute PSAT informational letters and practice booklets. School-wide PSAT: 10/15
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: lackadaisical.
3. Student will use annotations made for homework in identifying the ways John Steinbeck created/described/developed the characters in Of Mice and Men. Using their books, students will work together to add details to five posters in a walkabout. One person from each group will share the combined findings with the class.
4. Students will begin reading Chapter 3 of Of Mice and Men and annotate details of conflicts in Chapters 3 and 4: person vs. person, person vs. himself, person vs. society, person vs. nature, etc... If students choose, they may also annotate additional details which further develop the characters.
Homework: Finish reading Chapters 3 and 4 of Of Mice and Men. Add 10+ annotations for each chapter.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate. I will distribute PSAT informational letters and practice booklets. School-wide PSAT: 10/15
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: lackadaisical.
3. Student will use annotations made for homework in identifying the ways John Steinbeck created/described/developed the characters in Of Mice and Men. Using their books, students will work together to add details to five posters in a walkabout. One person from each group will share the combined findings with the class.
4. Students will begin reading Chapter 3 of Of Mice and Men and annotate details of conflicts in Chapters 3 and 4: person vs. person, person vs. himself, person vs. society, person vs. nature, etc... If students choose, they may also annotate additional details which further develop the characters.
Homework: Finish reading Chapters 3 and 4 of Of Mice and Men. Add 10+ annotations for each chapter.
vocabulary_word_web_lackadaisical.pdf | |
File Size: | 465 kb |
File Type: |
characterization_in_chapters_1_and_2.docx | |
File Size: | 14 kb |
File Type: | docx |
conflicts_in_chapters_3_and_4.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, September 25, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: impetuous.
3. Student will compare annotations made for homework, identifying who did the best, most, and least.
We will discuss the difference between substantive and simple annotations.
4. Students will use annotations made for homework in identifying the conflicts John Steinbeck created/described/developed in Of Mice and Men. Using their books, students will work in small groups to complete a graphic organizer. One person from each group will share the combined findings with the class. Students will turn in papers for a classwork grade.
5. Students will begin reading Chapter 5 of Of Mice and Men and annotate details of imagery and figurative language in Chapters 5 and 6: simile, metaphor, personification, hyperbole, idiom, symbol, irony, etc... If students choose, they may also annotate additional details which further develop the characters or the conflicts.
Homework: Finish reading Chapters 5 and 6 of Of Mice and Men. Add 10+ annotations for each chapter.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: impetuous.
3. Student will compare annotations made for homework, identifying who did the best, most, and least.
We will discuss the difference between substantive and simple annotations.
4. Students will use annotations made for homework in identifying the conflicts John Steinbeck created/described/developed in Of Mice and Men. Using their books, students will work in small groups to complete a graphic organizer. One person from each group will share the combined findings with the class. Students will turn in papers for a classwork grade.
5. Students will begin reading Chapter 5 of Of Mice and Men and annotate details of imagery and figurative language in Chapters 5 and 6: simile, metaphor, personification, hyperbole, idiom, symbol, irony, etc... If students choose, they may also annotate additional details which further develop the characters or the conflicts.
Homework: Finish reading Chapters 5 and 6 of Of Mice and Men. Add 10+ annotations for each chapter.
vocabulary_word_web_impetuous.pdf | |
File Size: | 397 kb |
File Type: |
simple_graphic_organizer.docx | |
File Size: | 29 kb |
File Type: | docx |
imagery_and_figurative_language_in_chapters_5_and_6.docx | |
File Size: | 14 kb |
File Type: | docx |
Monday, September 29, 2014
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: belligerent.
3. Given a series of short phrases, students will discuss the meaning/importance/significance of each one to the conclusion of the story in Chapters 5 & 6. Students will also identify the speakers for quotations taken from Chapters 5 and 6.
4. Students will compare annotations made for homework, identifying who did the best, most, and least.
5. I will hand out a list of Literary Terms and Devices which we will refer to throughout the year.
6. Students will use annotations made for homework in identifying examples of imagery and figurative language that John Steinbeck included in Of Mice and Men. Using their books, students will work in small groups to complete a graphic organizer which will further identify and explain what the language reveals. Students will turn in papers for a classwork grade.
7. 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. Study for test on the novel by reviewing the introductory PowerPoint, your annotations in the novel, and any notes you have taken on the novel. You will be allowed to use your novel for the short answer questions on the test if you have annotations.
1. Welcome, Attendance - I will take attendance using the seating chart. Students will put writing folders in black crate.
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: belligerent.
3. Given a series of short phrases, students will discuss the meaning/importance/significance of each one to the conclusion of the story in Chapters 5 & 6. Students will also identify the speakers for quotations taken from Chapters 5 and 6.
4. Students will compare annotations made for homework, identifying who did the best, most, and least.
5. I will hand out a list of Literary Terms and Devices which we will refer to throughout the year.
6. Students will use annotations made for homework in identifying examples of imagery and figurative language that John Steinbeck included in Of Mice and Men. Using their books, students will work in small groups to complete a graphic organizer which will further identify and explain what the language reveals. Students will turn in papers for a classwork grade.
7. 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. Study for test on the novel by reviewing the introductory PowerPoint, your annotations in the novel, and any notes you have taken on the novel. You will be allowed to use your novel for the short answer questions on the test if you have annotations.
vocabulary_word_web_belligerent.pdf | |
File Size: | 403 kb |
File Type: |
significant_details_in_chapters_5_and_6.docx | |
File Size: | 17 kb |
File Type: | docx |
simple_graphic_organizer_2.docx | |
File Size: | 36 kb |
File Type: | docx |
eight-compartment-circular-graphic-organizer.gif | |
File Size: | 24 kb |
File Type: | gif |
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: |
omam_background_info.pdf | |
File Size: | 536 kb |
File Type: |
characters_as_archetypes.docx | |
File Size: | 15 kb |
File Type: | docx |
settings_as_symbols.docx | |
File Size: | 15 kb |
File Type: | docx |
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 |