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.