Tuesday December 15, 2009

Comp/Lit 10: Short Stories

• Study, study! Grammar's your Buddy! We started the class with our final grammar review. We reviewed the types of sentences (imperative, declarative interrogative, exclamatory), run-ons and fragments. On the quiz, the student will need to be able to list the four ways to correct a run-on sentence [1. (;), 2. (; conjunctive adverb,), 3. (, coordinating conjunction), 4. (:)]. They will also need to be able to identify a complete sentence, a fragment and a run-on.
• The students took the quiz on the short story "Anteaus", then we corrected it as a class.
• The "Anteaus" presentation took place, then the students completed an evaluation of the group.
• We then moved on to "Harrison Bergeron"
• The students took the quiz on the short story "Harrison Bergeron", then we corrected it as a class.
• The "Harrison Bergeron" presentation took place, then the students completed an evaluation of the group.
• Homework: Read "By the Waters of Babylon", complete the outside reading log #3 by Friday @ tutorial, study for the grammar quiz.

Monday December 15, 2009

Comp/Lit 9: Romeo & Juliet

• Okay, so the countdown has begun. We only have five days of regular class left. Stay healthy, get lots of rest and stay on top of your school work. Be sure to get your assignments made up if you've been absent. All make up work must be in by Friday December 18, 2009.

• We started with a game of Preposition BINGO. The students put 24 prepositions on to the BINGO card from memory (this is the challenging part). After we finished the first game, they had to put 24 different prepositions on to the 2nd BINGO card. At this point they need to have utilized 48 of the 53 prepositions.
• We then reviewed the requirements for the 3rd Outside Reading Log. We practiced starting sentences with prepositional phrases and reviewed the punctuation rules and definitions of phrases.
• I then turned on the audio for Act IV of Romeo & Juliet. The students took notes about the main events and character development
• We ended the period by starting to look for quotes that illustrate the 4 main topics (Fate, Prejudice, Hate and Loyalty) that we will be exploring for the Romeo & Juliet Essay.
• Homework: Work on OR Log #3; Finish Act IV Notes (these should already be finished); Finish Cue Cards for your performance; Work on Act IV Visual-->DUE Friday Dec. 18; Study Prepositions #1-53; Complete the Theme Mapping Chart (find quotes and examples for each topic, and develop a theme statement for your assigned topic).

Friday December 11, 2009

Comp/Lit 10: Short Stories

• Okay, so the countdown has begun. We only have five days of regular class left. Stay healthy, get lots of rest and stay on top of your school work. Be sure to get your assignments made up if you've been absent. All make up work must be in by Friday December 18, 2009.

• We started the class period with a quiz covering "A Pair of Silk Stockings". We then corrected it as a class.
• The group presentation took place next. "A Pair of Silk Stockings" group took the class through a series of activities covering the necessary content for the presentation assignment.
• At the conclusion of the presentation, the class completed evaluations of the group presentations.
• We then moved onto the next portion of the class period (our typical Friday routine).
• The students took their final Vocabulary & Spelling Quiz (#15 & 16) of the semester.
• When they completed the quiz, they worked on a grammar activity in their workbook-pages 199-123 odd #'s only covering types of sentences, run-ons and fragments
• They finished up the period by reading silently in their outside reading book
• Homework: Read: "Anteaus," Read: "Harrison Bergeron", Work on your outside reading log #3-->DUE Thursday December 17; work on your short story presentation.

• Outside Reading Log #3 Information:
• **Visual: 1st period - Character Collage; 5th period - Book Jacket
• **Special Grammar Requirements: a compound sentence and a compound-complex sentence (utilize different punctuation)

Thursday December 10, 2009

Comp/Lit 9: Romeo and Juliet

• We started class with a quiz on Prepositions #27-53. While the students took the quiz, I checked homework-Act III Notes for R&J.
• We then corrected the Prepositions #27-53 Quiz as a class.
• The students then signed up for their performance group/scene.
• We then finished listening to Romeo and Juliet Act III.
• While the news broadcast group prepared outside, we reviewed the details of Act III
• The Act III New Broadcast group gave their presentation.
• The students then worked on a QuickWrite called: Imagine. They had to write a one page diary-type entry from the perspective of the character they will be playing in their scene. This is the first step is understanding their character and motivation. Once they completed the quick write, they worked on the questions about their character in the performance packet.
• We ended the period by having a discussion about theme and the theme essay that they will be writing after we finish reading Romeo and Juliet.
• Homework: Act III Visual; VFA # 15 & 16; study prepositions #1-53; work on your news broadcast; work on cue cards for your performance-->DUE Wed. 12/16; work on your outside reading log #3-->DUE Fri. 12/18

Wednesday December 9, 2009

Comp/Lit 10: Short Stories

• Class started with two quizzes. The students took a grammar quiz on clauses and sentence structure.
• After the grammar quiz, they took a quiz on the short story "All Summer in a Day."
• While the students took their quizzes, I check homework and homework cards. The notes on "All Summer in a Day" were due.
• After the students completed both quizzes, they had two options:
• 1. they could read/review the assigned short story for their group project.
• 2. or they could work on organizing their portfolio.
• We then corrected both quizzes as a class. We used this as an opportunity to review the grammar concepts and the plot details of the short story "All Summer in a Day".
• I then took the students through a power point presentation to review the "All Summer in a Day" notes.
• The students then had the last 30 minutes of class to work with the group for their short story presentation.
• Homework: Study vocabulary & spelling #15 & 16; bring your OR Book; Read "A Pair of Silk Stockings"; work on your presentation

Tuesday December 8, 2008

Comp/Lit 9: Romeo & Juliet and Preposition Practice

• We started the period by working on a Preposition Scramble for #27-53. The students were required to complete this assignment without referring to the list of prepositions. The students then completed a practice quiz for #27-53. The students will have a quiz next time on prepositions #27-53.
• I spent a few moments talking to the students about the extra credit opportunity tonight. Attend the Teen Forum at City Hall and take notes. Completed notes and reflections will earn up to 15 points of extra credit.
• I then introduced the Romeo & Juliet Performance Assignment. The students will sign-up for a group/scene next class period. They will need to memorize their lines and rehearse with their group. The in class preparation will happen on Tuesday January 5. The scene summary and character motivation analysis is due on the day of the performance-Thursday January 7.
• We spent a bit of time reviewing Acts I & II. We specifically discussed the characteristics of Romeo, Juliet, Tybalt, Mercutio, Benvolio, Lady Capulet, Nurse and the Prince.
• We then spent the remaining part of the period listening to Act III.

Monday December 7, 2009

• It has been a while since I've updated my Blog, so I apologize for my oversight. After being out sick for almost a week, I got very behind, and this was one of the things I had to overlook for a time in order to stay afloat.

Comp/Lit 10: Short Stories

• The students took a quiz on the short story "The Lady or the Tiger?" While they took their quiz, I check the homework-VFA #15 & 16 (the last one of the semester), and "The Lady or the Tiger?" Questions.
• After the quiz, we discussed grammar-The types of sentences. The students took notes on phrases, clauses (independent and dependent), simple sentences, compound sentences, complex sentences and compound-complex sentences. We then reviewed pages 103-106 in the grammar workbook (the students had completed the work last week).
• There will be a grammar quiz next time. The quiz will ask the students to identify groups of words as either an independent clause or a dependent clause. The section section will ask students to identify a sentence as either simple, compound, complex or compound-complex.
• I then introduced the Short Story Presentation Project. The students will work in groups of 6-8 to teach a story ("A Pair of Silk Stockings", "Anteaus", "Harrison Bergeron", or "By the Waters of Babylon") to the class. See the full explanation on my website.
• I assigned each student to a story.
• The students them took notes on the elements of the short story based on a power point presentation. They will be responsible for all of this information.
• We then began our discussion of "The Lady or The Tiger?" I handed out "charges" to selected students in the class. Each "charged" student came to the front of the room and read the "charges" to the class. They, then, had the choice of one of two cups. If they picked the cup with no candy underneath, they were considered guilty. If they found the candy, they were considered innocent. This is a reenactment of the king's justice system in the story.
• We ended by reviewing the discussion questions for the story..
• Homework: Read "All Summer in a Day" and complete the notes in the back of the packet. Study for the grammar quiz. Read your assigned short story to be prepared for working with your group on Wednesday. You will have about 45 minutes to work as a group on December 9.

Friday November 20, 2009

Comp/Lit 10: QUIZ-Vocabulary & Spelling #13 & 14 and Of Mice and Men

• I was absent today, so please see the sub plans below:

Lesson Plan for Comp/Lit 10-Periods 1 & 5 - FRIDAY

1. Take role

2. Remind them of their homework. Read OMM Chapters 5 & 6, and complete the Prejudice Response (packet page 15). They will also be expected to finish any activities (pages 9, 10 & 17) not finished in class.

3. Distribute the Vocabulary & Spelling Quiz Answer Cards (Pink)

4. Remind the students that they are on Lessons #13 & 14 (on the back of the answer card), today’s date is November 20, and they need to use pen.

5. First: say each of the spelling words for them. Repeat the word at least twice and use it in a sentence if necessary. (See the list on the answer key).

6. Say the extra credit definition allowed about three times. Do not say the actual word.

7. Second: Distribute the vocabulary quiz. Remind them to write their responses in all caps and NOT to write on the quiz

8. When they are done, have them turn the quiz in to you.

9. They will read silently until all quizzes have been turned in. They must be reading silently, and they know this. They may not read OMM; they must their outside reading book. Pass out the reading cards, and have the students fill them in. They are familiar with this. The first set of dates are Nov. 12-Nov. 20.

10. After all quizzes have been turned in, randomly redistribute the vocabulary & spelling quiz cards for the class to correct. The answers are on the board behind the screen. Remind them to write their name on the answer card. When they are done, they can pass it to the owner, but you must have ALL ANSWER CARDS before they are dismissed. They have done this before-they know the drill.

11. Introduce (read through the instructions & answer any potential questions) the three activities that they will work on after the reading quiz: The “Assuming That” Activity (packet page 9), the “Underdogs” Activity (packet page 10), and theme notes (packet page 17)-they should add notes to this page based on the reading they’ve done so far.

12. Distribute the OMM Chapters 3 & 4 reading quiz. They only have 25 minutes to complete the quiz. Cut them off after 25 minutes.

13. If the students seem to finish the OMM activities before the end of the period, you can begin to review the answers to the activities; otherwise, if only a few students finish, they should read silently in either their OR Book or OMM. If there are students that do not finish the activities on pages 9 & 10, remind them that they are expected to finish them for homework.

Thursday November 19, 2009

Comp/Lit 9: Romeo & Juliet

• I was absent today, so please see the sub plans below.

Lesson Plan for Comp/Lit 9-Periods 2, 4, 6 - THURSDAY

1. Take role – let them know that they should sit in their old assigned seats. They were supposed to get new seats today. Tell them they will have new seats when I return.

2. Remind them of their homework. Rewrite Prepositions two times on Preposition handout; Study Vocabulary & Spelling #11 & 12; Bring (NEW) OR Book; Complete the Act I Notes & Rough Draft of Visual

3. Collect the “What’s Love Got To Do With It?” Packet

4. Distribute the California Healthy Kids Survey. This should take about 45 minutes.

5. When they are done, have them turn it in to you, and they should pick up the Commonly Confused Words Unit Test.

6. When they finish the Commonly Confused Words test, have them turn it in to you, read the Prologue and complete the questions on page 9 in the Introduction to Romeo and Juliet packet. Then have them create 4 Shakespearean insults on page 12 in the Intro to R & J packet.

7. Have them finish listening to Act I (2^nd per: Scene 4 & 5; 4^th per: Scene 3, 4, 5; and 6^th per: Scene 4 & 5)

8. Pass out the large R & J packet (Act-by-Act, Scene-by-Scene Notes). Have them use the textbook to complete the character chart on the front page. Have them complete the Act 1 Notes on page 3 of the Packet. They will need to use the textbook to fill in the setting (time & place), plot summary notes and 2 important quotes. Have them refer to their Intro to R&J Packet for quote citation for Dramatic Literature.

9. Introduce the Illustrations Assignment (packet page 10). Pass around the student samples so they get an idea of what I’m looking for.

10. Introduce the Prepositions Assignment (Read through the instructions and answer and potential questions). They must rewrite all 53 prepositions two separate times using the blanks on the back of the handout.

Wednesday November 18, 2009

Comp/Lit 10: Of Mice and Men

• I was absent today, so please see the sub plans below.
• Lesson Plan for Comp/Lit 10-Periods 1 & 5 - WEDNESDAY

1. Take role – let them know that they should sit in their old assigned seats. They were supposed to get new seats today. Tell them they will have new seats when I return.

2. Remind them of their homework. Study for Vocabulary & Spelling QUIZ #13 & 14; Bring an Outside Reading Book; Finish Reading OMM Chapters 3 & 4 (Be prepared for a reading quiz); Complete Euthanasia Response (packet page 15).

3. Remind the students to return their grammar books to the back bookshelf.

4. Introduce (read through the instructions & answer any potential questions) the two activities that they will work on after the quizzes: The Dreams Journal Response (packet page 15) and the “An Unlikely Pair” Activity (packet page 8).

5. Distribute the OMM Chapter 1 & 2 Reading Quiz. Remind them that they must use pen, and they must write their responses in complete sentences.

6. When they finish the reading quiz, have them turn it in to you. While they are waiting for the other students to finish, they should work on the Dream Journal Response (packet page 15). If they don’t finish the response after the reading quiz, that’s fine, they will have more time to work on it after the grammar quiz.

7. After all of the reading quizzes have been turned in, correct the quiz as a class. They know that I expect complete information for an answer to be considered correct. Have the studnets do the best they can at correcting the quiz. If there are some that you are unsure about, leave them to the side, and I will take a look at them.

8. Distribute the grammar quiz and a scantron form. Remind them that they must use pencil. For the extra credit, tell them to write the definitions on the green lines on the back side of the scantron form.

9. When they finish the grammar quiz, have them turn it in to you. While they are waiting for the other students to finish, they should work on the Dream Journal Response (packet page 15). Once they finish the Dreams Journal Response, they should work on the “An Unlikely Pair” activity (packet page 8).

10. When the majority of the students are finished with the “An Unlikely Pair” activity, review the answers as a class.

11. With the time remaining, split the class into 6 groups. The groups will focus on one of the main concepts from the book that I introduced last time (Loneliness, Selfishness, Prejudice). Two groups will need to be assigned to each topic. They need to work in their group to complete the concept map on their assigned topic (packet pages 2-4).

12. If there is time remaining, they can read silently.

Tuesday November 17, 2009

Comp/Lit 9: Intro to Romeo & Juliet

• I was out today, so see the sub plans below.
• 1. Collect the Found Poem assignments and the Original Decorated Poem. Tell them that I will check their vocabulary on Thursday.
  2. Have the students complete the commonly confused words practice. See the key for the answers. Remind them that their test over all of the commonly confused words will be on Thursday.
  3. Have the students complete the stations activity. You will use the first couple of pages in the packet. The students will need to be split up into 6 groups (about 3-4 per group). They will have about 7 minutes or so (and you can adjust this accordingly) to complete the activity at each station. The posters around the room are stations #1-4, for stations 5-6, they will sit in a desk in the middle of the room. After they finish, turn on the audio of Act I for Romeo and Juliet.
  4. Homework: Read the “What’s Love got to do with it” article, take notes on the article itself, and complete the quiz on the back.
     
  
  

Monday November 16, 2009

Comp/Lit 10: Of Mice and Men

• We started the period by putting work into student portfolios. All graded assignments were passed back, and all tests, quizzes and major projects were put into the portfolio.
• I checked VFA #13 & 14, OMM Packet pages 1, 5-7
• The students complete the Grammar Unit 3 Review. We then reviewed the answers for the Infinitives Activities and the Review. I also explained what will be on the quiz next time. The students should be able to identify all 5 (prepositional, appositive, participial, gerund, and infinitive) phrases. They should also be able to define them.
• We reviewed their homework in the OMM Packet. We discussed John Steinbeck and what he is known for. We discussed migrant farmworkers and the fact that not much has changed since the 1930's when Steinbeck wrote OMM. Finally, we discussed "To A Mouse" by Robert Burns-this is where Steinbeck got his title.
• The students spent the rest of the period brainstorming on the themes (selfishness, loneliness, prejudice) that we will follow in OMM. They had to write at least one idea in each box on pages 2-4.
• Homework: Read OMM Chapters 1 & 2 (be prepared for a Reading Comprehension Quiz); Study Grammar Unit 3 (be prepared for the quiz); Read OMM Chapters 3 & 4 by Friday.

Friday November 13, 2009

Comp/Lit 9: Poet's Cafe

• At the beginning of the period, I passed back several assignments. The student them put all tests, quizzes, and major projects into their portfolio.
• We reviewed the Commonly Confused Words (passed, past-stationary, stationery)
• We then spent the rest of the period with our Poet's Cafe. Students read original poetry while we enjoyed hot coco and food.
• Homework: Finish VFA #11 & 12, Study the Commonly Confused Words (stature, statute, stature-your, you're); Finish your Found Poem; Type-up and decorate One Original Poem to contribute to the Class Anthology

Thursday November 12, 2009

Comp/Lit 10: Test & Quiz Day

• The students turned in the Julius Caesar book to the textbook office.
• They turned in the Julius Caesar packet to me.
• They took the QUIZ for Vocabulary & Spelling #11 & 12.
• They read silently until all quizzes were turned in. They filled out the reading card.
• We corrected the Vocabulary & Spelling QUIZ as a class.
• I passed out the Unit Exam for Julius Caesar and explained the directions for each part of the exam. The students completed the Scantron portion first. They turned in the scantron portion of the exam, and picked up the Written portion of the exam. When the finished the written portion they turned it in.
• After the unit exam, they complete pages 97-98 in the grammar workbook (Infinitives).
• They picked up the Of Mice and Men Packet.
• They completed the journal prompt on page 1 of the OMM packet.
• They read and took notes on pages 5-7 in the OMM packet.
• Homework: Finish and upload the Outside Reading log to Turnitin.com by Sunday @ 11:59; complete VFA #13-14; Finish pages 1, 5-7 in the OMM packet; Read OMM chapters 1 & 2 by Wednesday November 18.

Tuesday November 10, 2009

Comp/Lit 9: Poetry

• I collected the "One Day"/"Lost Generation" Poem and the Challenge Day Permission Slips
• I reviewed the Tutorial Staff expectations and verified which students have already earned points versus those that still need to serve.
• I reviewed the Outside Reading Log Requirements. The special grammar requirement is:include & identify the following parts of speech in two different sentences: noun, pronoun, verb, adjective, adverb, conjunction. The two different sentences should utilize different versions of the part of speech (i.e. Noun-person, place, thing, idea, abstract, concrete, common proper; verb-action, linking; conjunction-coordinating, correlative, subordinating).
• I introduced the Found Poem assignment. The students will borrow lines from a minimum of 10 poems to create a new poem. See the Found Poem assignment sheet.
• The students completed a commonly confused words practice on the words good, well-notable, noticeable.
• Committed to Memory came next: The students wrote down their poem from memory (like a test), they took out the original poem so that the poem test could be corrected by a partner, then each student recite the poem in front of the class.
• Homework: Finish and Upload the Outside Reading Log. Bring at least one original poem to read during the poets cafe on Friday. Check grades and complete make-up work by Thursday. Work on the Found Poem due Tuesday November 17. Study the last section of Commonly Confused Words.

Monday November 9, 2009

Comp/Lit 10: Julius Caesar Review

• The students picked up Of Mice and Men from the textbook office. Chapters 1 & 2 are due by Wednesday November 18.
• I checked VFA #11 & 12
• Students wrote the justification paragraph for the Character Diary Assignment. The students were able to take as long as needed to complete the paragraph. When the paragraph was complete, the students turned in the justification paragraph with the character diary.
• After the justification paragraph, the students completed pages 95-96 odd #'s only in the grammar workbook. These pages cover Gerunds and Gerund Phrases. The students added to their notes about verbals.
• The students received a crossword puzzle as a review for the Julius Caesar Unit Exam. They were able to work on the crossword while other students completed the justification paragraph.
• We reviewed gerunds (as well as verbals in general).
• The groups from last class period presented the poster they made to cover the information for the following topics: Act I, Act II, Act III, Act IV, Act V, Brutus, Antony, and Cassius.
• We spent the last few minutes of the period reviewing the specifics of the Julius Caesar Unit Exam. Review the terms, characters, Acts, as well as, the quotes on the study guide.
• Homework: Study Vocabulary & Spelling #11 & 12 ; study for the Julius Caesar Unit Exam, Bring your OR Book; check grades online & turn in missing assignments; bring your Julius Caesar Packet & Book; Complete your OR Log #2 by Monday November 16; Read OMM Chapters 1 & 2 by Wednesday November 18.

• BINGO STUDY SESSION @ TUTORIAL Tomorrow (Tuesday November 10) to review for the Julius Caesar Unit Exam. TWO points of extra credit for attendance.

Friday November 6, 2009

Comp/Li 9: Freshman Skills Day

• There was no class today because of Freshman Skills Day!
• Outside Reading Log #2: Special Grammar Requirements:
• Include & identify the following parts of speech in two different sentences: noun, pronoun, verb, adjective, adverb, conjunction. The two different sentences should utilize different versions of the part of speech (i.e. Noun-person, place, thing, idea, abstract, concrete, common proper; verb-action, linking; conjunction-coordinating, correlative, subordinating).
• Outside Reading Log #2 Visual:
• 2nd period: Diorama
• 4th period: Character Collage
• 6th period: Book Jacket
  
  

Thursday November 5, 2009

Comp/Lit 10: Julius Caesar Review

• I collected the Diary for Act IV
• We reviewed the requirements for the final draft of the Diary assignment. There must be a minimum of 5 entries (6 is you want to try for an "A"). Each entry must include a quote, an image, and information that includes but also goes beyond the text. The diary must also include a copy with the title "(Character's Name) Diary of a Roman Traitor/Patriot"
• The diary assignment is due on Monday November 9. It must be uploaded to Turnitin.com by 11:59pm on Sunday November 8.
• The students must be prepared to write a paragraph justification of their decision about their character: traitor or patriot.
• I introduced verbals: verbs acting as a noun, adjective or adverb. We specifically discussed participles and participial phrases on pages 93-94 in the grammar workbook.
• The students will need to include TWO verbal phrases at the beginning of two different sentences in their next Outside Reading Log. This is the special grammar requirement.
• I then split the students into 8 groups. The groups made a poster about one of the following topics: Act I, Act II, Act III, Act IV, Act V, Antony, Cassius, and Brutus.
• The posters will be presented next time as a way to study for the Julius Caesar Unit Exam.
• Homework: VFA # 11 & 12; Finish Character Diary and upload it to Turnitin.com; check grades online; bring student ID next time.

Wednesday November 4, 2009

Comp/Lit 9: Poetry & Vocabulary and Spelling QUIZ # 9 & 10

• I reviewed the requirements and expectations for Freshman Skills Day - Friday November 6 @ 7:45-2:00.
• I introduced Challenge Day. Students should make an effort to return the permission slip by tomorrow (Thursday Nov. 5) but the deadline is Tuesday November 10.
• The students took the quiz for Spelling & Vocabulary # 9 & 10.
• After they completed the quiz, they worked on the autobiographical poem.
• We corrected the vocabulary & spelling quiz as a class.
• We then moved onto poetry.
• The students listened to India.Arie's "I Am Not My Hair" and gave an immediate reaction & they explained the message of the song. They also wrote a "I am not..." line of their own.
• We them did the Fold-it Poem. The fold-it poem is a unique group poem that we completed in class.
• I then played the song "One Day". The students provided a reaction, they explained the meaning.
• I then showed them the "Lost Generation" poem. We discussed the meaning of it. We also discussed the slight difference between "One Day"and "Lost Generation." "Lost Generation" calls us to action.
• Homework: Challenge Day permission slip is due tomorrow; complete the autobiographical poem; complete the modeling assignment ("One Day" and "Lost Generation"); finish memorizing and practicing your poem.

Tuesday November 3, 2009

Comp/Lit 10: Julius Caesar

• I collected Diary for Act III.
• We started by reviewing the appositive work that the students completed last week. Grammar workbook pages 91-92.
• I passed back Act I & II Diary entries and we reviewed the requirements for the Character Diary Assignment. Every entry must be at least 1/2 page long, must have one quote, must have one image, must include information from and beyond the text. To try for an A, you must have a minimum of 6 entries.
• I passed out a review sheet for citing from dramatic literature and we quickly reviewed for 4 different quote lengths and how to cite each. The students are expected to know this information.
• The students completed a pop quiz on Julius Caesar Act IV. We corrected the quiz in class as a way to review Act IV.
• We then read Act V-the end of the play.
• Homework: Complete the Diary for Act IV, begin working on the final draft for the entire diary project.

Monday November 2, 2009

Comp/Lit 9: Poetry

• I collected the "I Am" Poem and check VFA #9 & 10.
• I passed out the new calendar.
• We started the period with a review of the commonly confused words (capitol, capital-fourth, forth).
• The students wrote down as much of their poem they are working to memorize as they could. This activity was a reality check. Many students realized that they have a lot of work to do over the next week.
• The students got together in groups based on the poems about poetry. Each group prepared a presentation about the poem they studied.
• Each group presented their poem about poetry ("Poetry," "Eating Poetry," "Some Like Poetry," Autobiographia Literaria," and "The New Poem). The students were required to take notes on one poem other than the one they studied.
• I then passed out the next poetry packet (Self & Society). I introduced the homework assignment. The students will choose on of the six poems from pages 1 & 2 of the new packet, and they will complete the poetry analysis of the poem they choose. Very similar to the assignment on poems about poetry.
• The students them wrote a similes and metaphors poem using the outline on page 15 in the new packet.
• With the time remaining, we began the poetry term poster presentations.
• Homework: Study vocabulary & spelling #9 & 10 (QUIZ next time); work on memorizing your poem, complete the poetry analysis on one of the Self & Society poems, (6th period only) finish the similes and metaphors poem.

Friday October 30, 2009

Comp/Lit 10: Vocabulary & Spelling QUIZ #9 & 10 & Julius Caesar Act III & IV

I was absent today. See the sub notes below:

1. Remind them of their homework (written on the left board). Complete the Diary for Act III

2. Collect the Homework: Diary for Act II

3. Distribute the Vocabulary & Spelling Quiz Answer Cards (Pink)

4. Remind the students that they are on Lessons #9 & 10 (on the back of the answer card), today’s date is October 30, and they need to use pen.

5. First: say each of the spelling words for them. Repeat the word at least twice and use it in a sentence if necessary. (See the list on the answer key).

6. Say the extra credit definition allowed about three times. Do not say the actual word.

7. Second: Distribute the vocabulary quiz. Remind them to write their responses in all caps and NOT to write on the quiz

8. When they are done, have them turn the quiz in to you.

9. They will read silently until all quizzes have been turned in. They must be reading silently, and they know this.

10. After all quizzes have been turned in, randomly redistribute the vocabulary & spelling quiz cards for the class to correct. The answers are on the board behind the screen. Remind them to write their name on the answer card. When they are done, they can pass it to the owner, but you must have ALL ANSWER CARDS before they are dismissed. They have done this before-they know the drill.

11. Have students sign-up to read the various parts of Julius Caesar. The parts are written on the right board. We’ve done this for several class period-they know the expectations.

12. The goal is to get to through the end of Act IV. If you feel comfortable with the content, please feel free to add your own commentary and discussion. I have notes in my book that you can use. Please point out the notes and information that I have on the board. Please see the notes on my Julius Caesar book to see where each class will begin reading.

Thursday October 29, 2009

Comp/Lit 9: Poetry

• We started class with a review of the Commonly Confused words (capitol, capital-fourth, forth). The students completed the 10 sentences and we reviewed the answers.
• The students got together in groups and finished their poems about poetry. The group poems about poetry were then presented to the class.
• The students wrote their poem that they will be memorizing on the Committed to Memory.
• The students read the poem "I Want to Hold Your Hand", then we listened to the Beattles sing it, then we answered questions pertaining to the message in the poem. (poetry packet pages 13-14)
• The students read a quote from "Dead Poet's Society" and read "O Me! O Life" by Walt Whitman, then we watched clip from "Dead Poet's Society". (poetry packet page 15)
• The follow-up assignment is that students will write an "I Am" poem, so they may contribute a verse. The "I Am" poem is explained/outlined on page 16 in the poetry packet.
• We ended the period by getting into groups based on the poem that the students analyzed for homework (one of the five poems from pages 17-18). Next time, each group will teach their poem to the class.
• Homework: "I Am" Poem, VFA #9 & 10; study commonly confused words capitol, capital-fourth, forth, work on memorizing your poem.

Wednesday October 28, 2009

Comp/Lit 1o: Julius Caesar-Act III

• I collected the Diary entry for Act I
• We briefly reviewed Act II by focusing on the Diary Characters-Antony (not even in Act II), Cassius & his plans for the conspiracy, and Brutus (still very conflicted).
• We began reading Act III.
• About 30 minutes into the period, the students went down for their hearing tests.
• When they returned to the classroom, they worked on Appositives and Appositive phrases, pages 91-92 in the grammar workbook. They completed the odds on both pages.
• Once all of the students returned from the hearing test, we continued reading Act III. Caesar dies in Act III.i; and Brutus and Antony mourn his death at his funeral in Act III.ii. Antony turns the plebeians against the conspirators with the use of his manipulative language.
• Homework: Diary for Act II; bring your OR Book; study vocabulary & spelling #9 & 10.

Tuesday October 27, 2009

Comp/Lit 9: Introduction to Poetry

• I collected the Short Story Culminating Project.
• The students completed a quick review for the Commonly Confused Words accept, except-can, may.
• I introduced the Committed to Memory Assignment. The students will need to memorize (at minimum) a 15 line poem to be recited on Tuesday November 10.
• I passed out the Introduction to Poetry Packet
• I introduced the Poetry Term Poster. Each student was assigned a different word and will create a poster to be presented to the class.
• We started with poetry today.
• The students brainstormed ideas about poetry and wrote them on the board.
• We read Billy Collins' "Introduction to Poetry" and completed the Poetry Analysis for the poem.
• We read "What is Poetry?" by T.S. Elliot, and "What is a Poet?" by e.e. cummings
• We ended the period by reading "What is Poetry?" by Lawrence Ferlinghetti. The students got into groups of four and wrote a 10 line poem about poetry.
• Homework: Find a poem to memorize for the Committed to Memory assignment, study the commonly confused words (capitol, capital-fourth, forth); create the poster for the assigned poetry term; complete the poetry analysis for one of 5 poems of your choice on pages 17-18 in the poetry packet.

Monday October 26, 2009

Comp/Lit 10: Julius Caesar

• I collected the Quest Project.
• The students complete pages 89-90, odd #'s only in the grammar workbook. We worked on prepositions and prepositional phrases.
• While they worked on grammar, I checked VFA #9 & 10.
• We finished the Julius Caesar term poster presentations. At this point, all of the terms should be completed in the J.C. packet.
• We read all of Act II and completed the Act II questions in the packet
• Homework: Complete a Diary entry for Act I.

Friday October 23, 2009

Comp/Lit 9: Vocabulary & Spelling Quiz, Writing Assessment Review & Portfolios

• The period started with the Vocabulary & Spelling QUIZ for lessons #7 & 8.
• After the quiz, the students read silently for about 20 minutes.
• We corrected the quiz in class.
• I then walked the students through the scoring rubric for the school-wide writing assessment. We discussed the differences between the scores 1-6. I had them "grade" two sample essays to get a feel for how the scoring works, then I passed back their essays.
• We then started the writing portfolio for the year. Several assignments were passed back that went directly into the portfolio. The portfolio contains all tests, quizzes, essays and major projects. This is a graded assignment
• Homework: Finish the short story culminating project and upload it to Turnitin.com by 11:59 on Monday Oct. 26; study the commonly confused words

Thursday October 22, 2009

Comp/Lit 10: Julius Caesar

• The period started with the Grammar Quiz on Unit 2: Parts of the Sentence
• After the quiz, we continued reading Act I, while reviewing the Reading for Comprehension questions.
• We finished reading Julius Caesar Act I.i-iii.
• At the end of the period, I introduced the Character Diary Assignment-Diary of a Roman Patriot/Traitor. The students will assume the role of one of three characters (Antony, Cassius, or Brutus), and they will keep a diary (at least one entry per act) from that character's perspective.
• Homework: Finish the Quest Project and upload it to Turnitin.com by Sunday Oct. 25 at 11:59pm; Complete VFA #9 & 10; Work on the Diary for Act I-DUE Wednesday Oct. 28

Wednesday October 21, 2009

Comp/Lit 9: Culminating Project & Counselors

• The counselors made a presentation at the beginning of the period. Please see your counselor for more information.
• The students worked individually on the culminating assignment for the short story unit.
• Each student visited his/her counselor to discuss various topics. PLease see your counselor for more information.
• The culminating project is due on Tuesday October 27. There are three assignments to choose from. Please see the culminating assignment sheet on my website.
• I passed out a vocabulary review for lessons #7 & 8. Students may turn it in tomorrow (Thursday) for one point of extra credit that will be applied to his/her quiz score on Friday.
• Homework: Study vocabulary & spelling #7 & 8; work on the short story culminating project; bring your outside reading book on Friday; study the commonly confused words.

Tuesday October 20, 2009

Comp/Lit 10: Julius Caesar, Act I

• We started the period with students presenting their term poster. We covered terms #1-8.
• We reviewed the Grammar Unit 2, page 87. There will be a quiz next time covering Parts of the Sentence-the first half covers simple subject and simple predicate identification. The second half covers complete subject, complete predicate, direct objects, and indirect objects.
• Students took about 5 minutes to complete the opinionnaire on page 2 of the Julius Caesar packet. We them discussed each statement and students shared their opinions. When students agreed-they stood, if they disagreed, they stayed seated.
• We them began reading Act I of Julius Caesar.
• Homework: Finish reading Act I, scene i-ii and complete the Reading for Comprehension questions on page 12 of the Julius Caesar packet.

Monday October 19, 2009

Comp/Lit 9: "Santa Claus in Baghdad"

• I was out-See the sub notes below.
• Lesson Plan for Comp/Lit 9-Periods 2, 4, 6

1. Take role

2. Collect the “On the Sidewalk Bleeding” packet.

3. Pass out the Grammar Pretest. Give them as much time as they need to complete the quiz.

4. Pass out the “Santa Claus in Baghdad” packet, the Culminating Project menu, and the course calendar.

5. Please explain that they need to read through the Project Menu, and come to class on Wednesday knowing which project they want to do.

6. Have them work on the pre-viewing journal prompt in the “Santa Claus in Baghdad” packet.

7. While they are writing, please check their vocabulary lessons #7 & 8. If they completed both lessons, please write a “V” on the seating chart. If they did not do it, please write “No V”.

8. As soon as you are done checking the vocabulary, turn on the “Santa Claus in Baghdad” movie. The movie will last about 40 minutes. You will need to turn on the overhead projector. The rest of the set-up should be ready to go.

9. After the video, have them complete the 5 post-reading questions. Whatever they do not finish will be homework.

10. Please remind them of their homework: finish all work that is not completed in class; study for the Vocabulary & Spelling #7 & 8 quiz; Study Commonly Confused Words accept, except-can, may; Decide which culminating project you want to do.

Friday October 16, 2009

Comp/Lit 10: QUIZ-Vocabulary & Spelling #7 & 8 and Julius Caesar Movie

• The students took the spelling & Vocabulary Quiz #7 & 8.
• The students read silently for about 15 minutes.
• We corrected the quiz and reviewed grammar-Direct Objects-page 83.
• We finished watching Julius Caesar the movie.
• Homework: Grammar page 87 ALL-Unit 2 Review; Work on the Quest Project.

Thursday October 15, 2009

Comp/Lit 9: "The Lottery" and "On the Sidewalk Bleeding"

• The students had the first ten minutes or so to answer some assigned questions about "The Lottery"
• We then discussed the questions as a class.
• I collected "The Lottery" packet.
• We then moved onto "On the Sidewalk Bleeding".
• The students started by answering 5 pre-reading questions. We discussed a few of them.
• I read the story aloud to the students. They did not complete the Elements of Short Stories, but they were instructed to take notes on the story itself.
• When we finished the story, I answered any questions they had about parts that may have been confusing.
• Then they answered the post-reading questions (about 10-15 minutes).
• After they finished the questions, I read them the poem "The Dash" which lead into the homework assignment.
• Homework: Dream essay in the "On the Sidewalk Bleeding Packet"; VFA #7 & 8; study Most Commonly Confused words; Bring a 1" binder.
• With the time remaining in the period, we began to discuss the questions about the story.

Wednesday October 14, 2009

Comp/Lit 10: Julius Caesar

• I collected the term poster.
• I reviewed the Quest Project Essay requirements. Four paragraphs: 1. The need; 2. Agency, organization or event that will address the need; 3. A description of your service; 4. Conclusion-is the quest complete.
• We reviewed Inverted Sentence Order, pages 81-82. I introduced Direct & Indirect Objects, page 83.
• We watched Julius Caesar-the movie. we are about 2 hours and 20 minutes into the movie.
• Homework: Grammar, page 82 ALL; study vocabulary & spelling #7 & 8; Bring OR Book; Bring Student ID; work on the Quest Project-DUE Monday Oct. 26.

Tuesday October 13, 2009

Comp/Lit 9: "The Lottery"

• We started the class by finishing up the compare and contrast discussion of "What You Pawn, I will Redeem" by Sherman Alexie and "30 Days on a Reservation" with Morgan Spurlock (periods 2 & 4 watched the last 10 minutes of the video).
• We reviewed the similarities and differences of the two pieces.
• After our discussion, I collected the compare and contrast notes.
• I checked the Commonly Confused Words flashcards.
• I distributed "The Lottery" packet.
• On the inside of the front cover, students responded to this statement: "We are going to have a lottery today."
• Students shared their responses with the class.
• Then the lottery started. I had a black box in the middle of the room with slips of paper in it. I called each student up in alphabetical order to draw a piece of paper. The students were instructed to not look at the paper. They were to put it aside until we finished the story.
• I assisted the students in setting up the elements of short story notes. They copied down the MLA format for the story citation and I instructed them to take notes on 3 specific characters: Mr. Summers, Mr. Graves, and Mrs. Hutchinson.
• I read the story to the class. Students took notes during the reading.
• I allowed the students to share their responses with the class.
• The students were no longer excited about the lottery; nevertheless, we completed out class lottery.
• I introduced the homework assignment-to write a memo to one of two people. The memo must follow the assigned format and have 4 paragraphs. The memo must be sent in an email to me: sminyard@Lghs.net, by the time class begins on Thursday October 15.
• We ended the period by reading the article "Suspending Moral Judgment." The students need to finish reading the article before they can complete the memo assignment.
• Homework: Finish reading "Suspending Moral Judgment", Write and send the memo, study the commonly confused words, complete the elements of short story notes for "The Lottery", and bring a 1" binder.

Monday October 12, 2009

Comp/Lit 10: Julius Caesar and Grammar

• I checked VFA #7 & 8, and grammar pages 79-80.
• While I was checking students' work, the students took the Julius Caesar History and Background Quiz.
• We corrected the quiz in class.
• We then reviewed Compound Subjects & Predicates, pages 79-80. I then introduced Inverted Order of Subjects & Predicates, pages 81-82.
• I introduced the terms poster assignment. Each student is assigned a term. The students must define the term and create and image or symbol. The term, definition & symbol must be put onto a poster to be presented to the class.
• We reviewed the questions that should have been answered this far in the movie Julius Caesar.
• We spent the rest of the period watching Julius Caesar the movie. We are about one hour and 40 minutes into the movie.
• Homework: Grammar, pages 81-82, term poster, Quest project, Bring ID on Friday, study vocabulary & Spelling #7 & 8.

Friday October 9, 2009

Comp/Lit 9: Vocab & Spelling Quiz & 30 Days

• The students took the Vocabulary & Spelling #5 & 6 Quiz.
• The read silently for about 20 minutes. They filled out a new reading card to track their page numbers for this grading period.
• I passed out and introduce a compare and contrast assignment. The students will take notes on the packet of the packet (COmpare and Contrast) for the 30 Days on a Reservation video that we watched in class.
• For homework they will read "What You Pawn, I Will Redeem" and take notes on the back of the packet in the story column. After notes are compeleted for both the video and the story, the students will begin to build a compare and contrast essay, using the Essay Map (boxes).

Thursday October 8, 2009

Comp/Lit 10: Arthur Unit Exam & Watch Julius Caesar

• Students turned in the Arthurian Legends Reader, the Arthur Paragraph, and page 9 from the Arthurian Legends Activity Packet. I also checked pages 77-78 of the grammar packet.
• Students completed the Arthurian Legends Unit Exam.
• We reviewed page 77-78 of the grammar packet and I introduced the next concept-Compound Subjects and Compound Predicates.
• I passed out the Julius Caesar packet. (Downloadable from my Website)
• The students watched the first 45 minuted of the most current Julius Caesar movie. They answered questions about the movie on page 9 in the packet.
• Homework: VFA #7-8; read the background information in the packet (pages 1-6); Work on the Quest project; Complete Grammar pages 79-80.

Wednesday October 7, 2009

Comp/Lit 9: "Marigolds" Review and Write-O-Rama

• Review "Marigolds" through quote analysis-Clarity Through Comparison. The students will explain their understanding of the quotes and identify either simile, allusion, or metaphor.
• Briefly discuss "The Daffodil Principle" and their journal responses. Have they ever planted daffodil or marigolds? You you ever witnessed it.
• I introduced the Commonly Confused Words assignment. The students will make flashcards for all words listed on the handout. The cards will need to include: the word and the part of speech on the front, and the definition and an image or symbol on the back.
• I distributed the vocabulary review. The students have the option to complete it and turn it in tomorrow for 1 point of extra credit on the quiz.
• We ended the period with a Write-O-Rama (Traditions, and Outcast).
• Homework: Complete the WOR reflection and revision, Vocabulary #5 & 6 review, bring your OR Book, bring a 1" binder, work on the commonly confused words flashcards.

Tuesday October 6, 2009

Comp/Lit 10: Miscellaneous Day

• We started the class by returning several assignments that had been graded.
• The students then peer edited a classmate's Write-O-Rama paragraph from last week. We used colored pencils to identify the topic sentence, transitions, examples, commentary and concluding sentence. This is the second paragraph to be edited in this way.
• For homework, each student will pick one of the two paragraphs that have been edited to improved for a final draft to be turned in to me (and Turnitin.com).
• I walked them through the CSU grading rubric. We looked at the characteristics of each score (1-6) and decided that it would be appropriate for sophomores to be at a 2, based on the fact that as seniors they should be at a minimum of a 4.
• We graded two sample papers (the same way the teachers did to calibrate our grading). This allowed them to really looked at the scores objectively, so that when they receive their score, it means something other than a number.
• I passed back their writing assessments.
• We reviewed Simple Subjects and Predicates (pages 75-76).
• Finally, I passed out the study guide for the Arthurian Legends Unit Exam. We began to review the basic elements of the exam. Tomorrow there will be a BINGO review session during tutorial.
• At the end of the period, several students put work into their portfolio.
• Homework: Revise and upload one of the Arthurian Legends Paragraph; study for the Arthur Unit exam; grammar pages 77-78; bring both Arthur packets to class next time.

Monday October 5, 2009

Comp/Lit 9: Thesis Statements & "Marigolds"

• At the beginning of the period, I reviewed the elements of a thesis statement. A thesis must include your main points, the characters' names and an arguable opinion. Several students shared their thesis statements, and we discussed the positive and negative elements of each.
• The students then had about five minutes to edit their thesis and essay.
• The students will need to see me sometime over the next two weeks (DUE Friday Oct. 16) to walk me through their essay. This is how and when the essay will be graded. Students are expected to see me during tutorial. A "no-show" = 50% max score on the essay.
• I collected the essay, essay prompt, essay notes, "The Scarlet Ibis" elements of short story notes, and "The Scarlet Ibis" personal reflection questions.
• I passed out the new calendar, the "Marigolds" packet, and the elements of short stories notes for "Marigolds".
• The students took about 10 minutes to recall a time that they did something out of rage or anger, then later regretted it.
• During the journal wiring, I checked the VFA #5 & 6 homework, and I passed back graded papers.
• We read "Marigolds" taking notes throughout the story.
• Homework: Complete the elements of short stories for "Marigolds", read the "Daffodil Principle" and complete the journal

Friday October 2, 2009

Comp/Lit 10: Vocabulary & Spelling Quiz and Heraldry Presentations

• The students turned in their WOR Revision & Reflection; and Outside Reading Log #1.
• The students took the Vocabulary & Spelling #5 & 6 QUIZ.
• After the quiz, most students read for about 15 minutes or so.
• Several students helped to pass back papers, and everyone set up a portfolio.
• The portfolio will be used to keep all major writing assignments, projects, tests & quizzes. The portfolio will need to remain organized and it will be graded at the end of the year.
• After finishing the portfolios, the rest of the Heraldry presentations took place.
• We quickly reviewed the definitions of simple subjects and simple predicates to get ready for the grammar homework.
• Homework: Grammar-Simple Subjects & Simple Predicates (pages 75-76, odd #'s only), work on the Quest (Community Service) Project.

Thursday October 1, 2009

Comp/Lit 9: 30 Days in a Wheelchair & Disability Essay

• We started class by finishing the 30Days in a Wheelchair video.
• I collected "The Scarlet Ibis" Personal Reflection Questions and the Outside Reading Log. I also stamped "The Scarlet Ibis" notes.
• We then discussed the students' reactions to the video.
• I introduced the writing assignment that the students will write about "The Scarlet Ibis" and one of the two videos (30 Days or EPSN) that we watched.
• We walked through the essay prompt to make sense of it. I guided the students toward an essay outline that will get them started in the right direction.
• The students ended up having about 20 minutes to get started on the essay. To finish the essay the students had two options: finish it at home, type it in MLA format and turn it in on Monday Oct. 5, OR come back to finish it during tutorial/lunch over the next few days and it does not need to be typed.
• I recommend that the students go back to re-watch the video that they will write about. See the post from Tuesday for the links to the videos.
• Homework: Finish the essay, complete VFA #5 & 6, bring a 1" binder to class for the grammar workbook.

Wednesday September 30, 2009

Comp/Lit 10: Write-O-Rama & Heraldry Presentations

• We started the period with a WOR. The students has two 20-minute writing sessions. The topics were connected to the Arthurian Legends. The prompts can be found on page 11 in the Arthur Activity Packet. If you were absent, you need to type your response (3/4 of a page) to BOTH responses by Tuesday October 6.
• After the Write-O-Rama writing session, about 5 students shared their responses with the class. Each student took notes on the pieces.
• After the WOR share-out, we started the heraldry presentations. Each student will end up presenting their crest & shield with the class.
• Homework: Study Vocabulary & Spelling #5 & 6; finish and upload your Outside Reading Log to Turnitin.com; complete the WOR Reflection & Revision