Wednesday, September 3, 2014
1. Welcome, Attendance - Students will choose a seat as they enter the classroom. I will take attendance while students are completing an English Class Information Sheet.
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 are completing an English Class Information Sheet.
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_9_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. (2A students will turn in homeroom materials and sign for planners.)
2. Materials - Students will label their composition notebooks and two-pocket folders to store in the classroom. We will begin using them 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. R-E-S-P-E-C-T...What does it mean to you? Students will brainstorm the meaning of respect using a series of 7 questions. (WIP #2 - Expository Writing, Reflective Writing)
5. "Thank You, M'am" by Langston Hughes - Reading with Expression, Word Choice to Show Voice
Homework: For Tuesday, Finish WIP #2 and be mentally prepared for the SOL Writing Pretest.
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. (2A students will turn in homeroom materials and sign for planners.)
2. Materials - Students will label their composition notebooks and two-pocket folders to store in the classroom. We will begin using them 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. R-E-S-P-E-C-T...What does it mean to you? Students will brainstorm the meaning of respect using a series of 7 questions. (WIP #2 - Expository Writing, Reflective Writing)
5. "Thank You, M'am" by Langston Hughes - Reading with Expression, Word Choice to Show Voice
Homework: For Tuesday, Finish WIP #2 and be mentally prepared for the SOL Writing Pretest.
letter_to_mrs._clay_plus_delta_evaluation.docx | |
File Size: | 18 kb |
File Type: | docx |
reflective_writing_respect.docx | |
File Size: | 21 kb |
File Type: | docx |
thankyoumamtext.pdf | |
File Size: | 598 kb |
File Type: |
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 composition notebooks and two-pocket folders to store in the classroom.
3. Prior to turning in their homework, students will compare quotations on the subject of respect. Discuss if (and how) the quotation relates to "Thank You, M'am." With their south partners, students will attach a sticker (on their partner's paper) next to the answer that is original and worth sharing with the class. Volunteers may share with the whole class. Students will turn in papers to be filed in their WIP folders.
4. 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 9th grade.
5. If students finish early, they may begin to work on the Who I Am graphic which will go in their WIP folder. (WIP #4)
6. Homework: NONE, unless you did not finish your SOL Writing Pretest. Administrative Orientation Assembly on Thursday for part of the block.
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 composition notebooks and two-pocket folders to store in the classroom.
3. Prior to turning in their homework, students will compare quotations on the subject of respect. Discuss if (and how) the quotation relates to "Thank You, M'am." With their south partners, students will attach a sticker (on their partner's paper) next to the answer that is original and worth sharing with the class. Volunteers may share with the whole class. Students will turn in papers to be filed in their WIP folders.
4. 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 9th grade.
5. If students finish early, they may begin to work on the Who I Am graphic which will go in their WIP folder. (WIP #4)
6. Homework: NONE, unless you did not finish your SOL Writing Pretest. Administrative Orientation Assembly on Thursday for part of the block.
sol_pretest_-_careless_teenagers_prompt.docx | |
File Size: | 124 kb |
File Type: | docx |
who_i_am_graphic.jpg | |
File Size: | 223 kb |
File Type: | jpg |
Thursday, September 11, 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 composition notebooks and two-pocket folders to store in the classroom.
3. As a class, we will go to the auditorium for the Administrative Orientation Assembly.
4. If students did not finish SOL Writing Pretest on Tuesday, they will turn in completed drafts by the end of the block. (WIP #3)
5. Students who have completed the SOL Writing Pretest will begin their homework related to “Thank You, M’am,” the short story by Langston Hughes that we read in class on Friday. Students are responsible for knowing the definitions of all boldfaced literary terms on the handout. The last question, #10, should be typed or neatly written on their own paper. (WIP #5)
6. If students finish early, they may continue to work on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Re-read "Thank You, M’am” and complete literary analysis questions for Monday.
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 composition notebooks and two-pocket folders to store in the classroom.
3. As a class, we will go to the auditorium for the Administrative Orientation Assembly.
4. If students did not finish SOL Writing Pretest on Tuesday, they will turn in completed drafts by the end of the block. (WIP #3)
5. Students who have completed the SOL Writing Pretest will begin their homework related to “Thank You, M’am,” the short story by Langston Hughes that we read in class on Friday. Students are responsible for knowing the definitions of all boldfaced literary terms on the handout. The last question, #10, should be typed or neatly written on their own paper. (WIP #5)
6. If students finish early, they may continue to work on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Re-read "Thank You, M’am” and complete literary analysis questions for Monday.
literary_analysis_thank_you_mam.docx | |
File Size: | 19 kb |
File Type: | docx |
who_i_am_graphic.jpg | |
File Size: | 223 kb |
File Type: | jpg |
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. I will circulate around the room to ensure that students have recorded homework in their planner. Students will turn in remaining SOL Writing Pretests.
2. Students will organize their Warm-Up composition notebooks into three separate sections: Vocabulary, Daily Oral Language (DOL), and Journal Writing. When students are finished labeling, they should 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: meticulous.
3. While I check for homework completion, students will discuss their homework responses to questions 1 - 6. As a class, we will openly discuss the answers to questions 7 - 9. I will remind students that they are responsible for knowing the definitions of all boldfaced literary terms on the handout. Last, I will collect the responses to #10, which should have been typed or neatly written on their own paper. (WIP #5) I will share the best responses on my website this week.
4. I will issue student copies of The Write Source, the writing and grammar book for Grade 9. Students will sign for the books on the accession bar code sheet and write their names on the inside front cover. For homework, students will read page 534 on Using Specific Nouns and complete the Try It! section on their own paper.
5. For the remaining class time, students will finish working on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Complete p. 534 in your Write Source textbook. (leave book at home) Finish your Who Am I graphic by Friday, 9/19. On Wednesday, we will complete the SRI (Scholastic Reading Inventory) Assessment in the computer lab.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. I will circulate around the room to ensure that students have recorded homework in their planner. Students will turn in remaining SOL Writing Pretests.
2. Students will organize their Warm-Up composition notebooks into three separate sections: Vocabulary, Daily Oral Language (DOL), and Journal Writing. When students are finished labeling, they should 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: meticulous.
3. While I check for homework completion, students will discuss their homework responses to questions 1 - 6. As a class, we will openly discuss the answers to questions 7 - 9. I will remind students that they are responsible for knowing the definitions of all boldfaced literary terms on the handout. Last, I will collect the responses to #10, which should have been typed or neatly written on their own paper. (WIP #5) I will share the best responses on my website this week.
4. I will issue student copies of The Write Source, the writing and grammar book for Grade 9. Students will sign for the books on the accession bar code sheet and write their names on the inside front cover. For homework, students will read page 534 on Using Specific Nouns and complete the Try It! section on their own paper.
5. For the remaining class time, students will finish working on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Complete p. 534 in your Write Source textbook. (leave book at home) Finish your Who Am I graphic by Friday, 9/19. On Wednesday, we will complete the SRI (Scholastic Reading Inventory) Assessment in the computer lab.
vocabulary_word_web.pdf | |
File Size: | 259 kb |
File Type: |
vocabulary_word_web_meticulous.pdf | |
File Size: | 382 kb |
File Type: |
literary_analysis_thank_you_mam.docx | |
File Size: | 19 kb |
File Type: | docx |
write_source_p_534.pdf | |
File Size: | 354 kb |
File Type: |
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. I will circulate around the room to ensure that students have recorded homework in their planner. At the same time, I will pick up completed homework from students: p. 534 in Write Source textbook.
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: gregarious.
3. SRI Assessment - Students will go to Room 226 for the fall SRI (Scholastic Reading Inventory) assessment. Students will record their lexile score on the instruction sheet.
4. When students finish, they will watch a video and read an article on a giant spider web found in Lake Tawakoni State Park in Texas. For their exit ticket, students will write 3 memorable facts or details they learned in the video or article.
5. For the remaining class time, students will finish working on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Finish your Who Am I graphic by Friday, 9/19.
1. Welcome, Attendance - Students will pick up their name plates as they enter the classroom. I will take attendance using the seating chart. I will circulate around the room to ensure that students have recorded homework in their planner. At the same time, I will pick up completed homework from students: p. 534 in Write Source textbook.
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: gregarious.
3. SRI Assessment - Students will go to Room 226 for the fall SRI (Scholastic Reading Inventory) assessment. Students will record their lexile score on the instruction sheet.
4. When students finish, they will watch a video and read an article on a giant spider web found in Lake Tawakoni State Park in Texas. For their exit ticket, students will write 3 memorable facts or details they learned in the video or article.
5. For the remaining class time, students will finish working on the Who I Am graphic which will go in their WIP folder. (WIP #4)
Homework: Finish your Who Am I graphic by Friday, 9/19.
vocabulary_word_web_gregarious.pdf | |
File Size: | 329 kb |
File Type: |
sri_directions_14.docx | |
File Size: | 16 kb |
File Type: | docx |
spider_photo_and_article_revised.docx | |
File Size: | 68 kb |
File Type: | docx |
Friday, September 19, 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. SCA Reps will share the SCA meeting report from Wednesday.
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: lackadaisical.
3. Students will compare and turn in their Who I Am graphics.
4. Students will read the article about the giant spider web at Lake Tawakoni State Park. After glancing at the pictures, blog, and short interviews, students will determine this is non-fiction - informational text. Students will discuss how it could be turned into a drama, a short story, a myth, a fable, a fairy tale, science fiction, fantasy, or a poem. Our next writing assignment will be to take the same topic as the article and shift it to another genre.
5. Students will watch a short video on genre from YouTube.
6. Students will take notes from a PowerPoint video on genre.
Homework: none :)
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. SCA Reps will share the SCA meeting report from Wednesday.
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: lackadaisical.
3. Students will compare and turn in their Who I Am graphics.
4. Students will read the article about the giant spider web at Lake Tawakoni State Park. After glancing at the pictures, blog, and short interviews, students will determine this is non-fiction - informational text. Students will discuss how it could be turned into a drama, a short story, a myth, a fable, a fairy tale, science fiction, fantasy, or a poem. Our next writing assignment will be to take the same topic as the article and shift it to another genre.
5. Students will watch a short video on genre from YouTube.
6. Students will take notes from a PowerPoint video on genre.
Homework: none :)
vocabulary_word_web_lackadaisical.pdf | |
File Size: | 465 kb |
File Type: |
spider_photo_and_article_revised.docx | |
File Size: | 68 kb |
File Type: | docx |
genre_video_playlist.docx | |
File Size: | 13 kb |
File Type: | docx |
genre_lesson_powerpoint.ppt | |
File Size: | 131 kb |
File Type: | ppt |
Tuesday, September 23, 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. I will check for student interest in an upcoming 9th grade field trip.
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: impetuous.
3. Students will watch a short video on genre from YouTube.
4. Students will take notes on the five categories of genre: fiction, non-fiction, drama, poetry, and folklore.
5. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
6. Students will choose a movie, TV show, or book they have read and explain - in paragraph form - which genre and sub-genre it is.
Homework: For Thursday, students will complete a worksheet on identifying genre and WIP #6. Read pages 535-536 of your Write Source textbook and complete #1-5 on each page by Monday.
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. I will check for student interest in an upcoming 9th grade field trip.
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: impetuous.
3. Students will watch a short video on genre from YouTube.
4. Students will take notes on the five categories of genre: fiction, non-fiction, drama, poetry, and folklore.
5. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
6. Students will choose a movie, TV show, or book they have read and explain - in paragraph form - which genre and sub-genre it is.
Homework: For Thursday, students will complete a worksheet on identifying genre and WIP #6. Read pages 535-536 of your Write Source textbook and complete #1-5 on each page by Monday.
vocabulary_word_web_impetuous.pdf | |
File Size: | 397 kb |
File Type: |
notes_on_genre_powerpoint_clay.pptx | |
File Size: | 90 kb |
File Type: | pptx |
notes_on_genre.docx | |
File Size: | 19 kb |
File Type: | docx |
genre_practice_1_powerpoint.ppt | |
File Size: | 33 kb |
File Type: | ppt |
identifying_genre_worksheet_1.rtf | |
File Size: | 57 kb |
File Type: | rtf |
Thursday, September 25, 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: belligerent.
3. Students will review answers to homework worksheet on identifying genre and subgenre.
4. Students will take a practice quiz on identifying genre and subgenre from a PowerPoint.
5. Students will share WIP #6 with their South partner. Prior to turning it in, partners will evaluate the other's writing. In this assignment, students were asked to choose a movie, TV show, or book they have seen or read and explain - in paragraph form - which genre and sub-genre it is.
6. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
Homework: Finish the worksheet #2 on identifying genre and subgenre. Read pages 535-536 of your Write Source textbook and complete #1-5 on each page by Monday.
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: belligerent.
3. Students will review answers to homework worksheet on identifying genre and subgenre.
4. Students will take a practice quiz on identifying genre and subgenre from a PowerPoint.
5. Students will share WIP #6 with their South partner. Prior to turning it in, partners will evaluate the other's writing. In this assignment, students were asked to choose a movie, TV show, or book they have seen or read and explain - in paragraph form - which genre and sub-genre it is.
6. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
Homework: Finish the worksheet #2 on identifying genre and subgenre. Read pages 535-536 of your Write Source textbook and complete #1-5 on each page by Monday.
vocabulary_word_web_belligerent.pdf | |
File Size: | 403 kb |
File Type: |
identifying_genre__subgenre_prompt_plus_delta.docx | |
File Size: | 18 kb |
File Type: | docx |
genre_practice_2_powerpoint.ppt | |
File Size: | 121 kb |
File Type: | ppt |
identifying_genre_worksheet_2.rtf | |
File Size: | 64 kb |
File Type: | rtf |
Monday, September 29, 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. I will collect homework and check it while we are in the library.
2. Students will travel to the library for Grade 9 Library Orientation with Mrs. Antis and Mrs. Dowdy. While there, they will take a pretest to assess their knowledge of the library and complete a scavenger hunt to show they understand how to identify and use the various sections of the library. Students will return to Room 212 as a class.
3. I will return worksheet #2 (HW) to students and discuss correct answers.
4. Students will take a practice quiz on identifying genre and subgenre from a PowerPoint.
5. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
Homework: Complete worksheet #3 on identifying genre and subgenre for extra credit. Study for quiz on literary genre terms and identifying literary genre and subgenre.
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. I will collect homework and check it while we are in the library.
2. Students will travel to the library for Grade 9 Library Orientation with Mrs. Antis and Mrs. Dowdy. While there, they will take a pretest to assess their knowledge of the library and complete a scavenger hunt to show they understand how to identify and use the various sections of the library. Students will return to Room 212 as a class.
3. I will return worksheet #2 (HW) to students and discuss correct answers.
4. Students will take a practice quiz on identifying genre and subgenre from a PowerPoint.
5. Students will practice identifying descriptions of literature with the appropriate genre and sub-genre.
Homework: Complete worksheet #3 on identifying genre and subgenre for extra credit. Study for quiz on literary genre terms and identifying literary genre and subgenre.
identifying_genre_worksheet_3.rtf | |
File Size: | 60 kb |
File Type: | rtf |
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!
vocabulary_word_web_insolent.pdf | |
File Size: | 397 kb |
File Type: |
genre_quiz.rtf | |
File Size: | 64 kb |
File Type: | rtf |
genre_shift_assignment_lake_tawakoni.docx | |
File Size: | 17 kb |
File Type: | docx |