Week 17
Monday: All students will complete the district writing prompt, highlighting
the Ideas and Organization of their writing.
Homework: Students will create an organized scheme for a literary
response essay. It must include plans for at least five paragraphs.
Tuesday: Students will write a literary response essay for their portfolios.
Homework: None
Wednesday: All students will complete their spring semester MAP testing session.
Thursday: Some students will prepare for the poetry slam tomorrow, while the
remainder complete business letters, using the template provided in Write
Source 2000 (p.242).
Homework: Students are to either prepare their poems for the slam, or type a
final draft of their business letters.
Week 16
Monday: Students will begin the "practice slam", focusing on memorization.
Students will concurrently read 20 pages in their new novels.
Homework: None
Tuesday: All students will write a personal narrative for their year-end
portfolio, using first person perspective and past tense. The narrative must
have the exposition, conflict, rising action, climax, falling action and
resolution labeled.
Wednesday: All students will complete their personal narrative if necessary,
and/or begin an expository essay.
Homework: Type and print two copies of the personal narrative. Label the
exposition, conflict, rising action, climax, falling action and resolution. If
you have completed the narrative, move on to the expository essay.
Thursday: All students will continue working on their expository essays and
poetry presentations. Students are building a portfolio for 8th grade, and
need the following work completed and turned in on Friday:
Two copies of each in your folder:
*three typed slam poems
*personal narrative
*expository essay
Homework: Complete any of the above items in preparation for folder submission.
Note: We have a poetry slam coming up! Here are some of the details:
First, Each student is responsible for writing and memorizing three poems.
The first needs to be a sonnet, and the other two may take any for though the
basic idea is to write a slam poem. Slam poems vary in type; they use poetic
devices like rhyme, repetition, alliteration, assonance, etc., but there are
no strict rules about how they are used. The end result is meant to be a
performance piece, and so may incorporate simple props, clothing choices,
music, acting, and many other things. Students need to make their work stand
out, by considering what an audience might relate to.
During each period of the day on May 11th, all 7th and 8th grade Language Arts
classes will convene in the media center. The period would have perhaps two or
three winners, who in turn would have a chance to participate in an after
school presentation for parents who could not attend during the day. Again,
this could be held in the media center, or perhaps even the cafeteria.
This setup depends on independent classroom slams already having been
completed, so we can get through at least two rounds of scoring during the
class period. Hopefully, we can have a third round, and select the top
students for an after school show (5-6pm).
The after school show is geared toward the parents of 6th graders, and we can
organize the environment around that goal. We will need parent and faculty
judges in order to make this work. I’ll talk with Mrs. Poginy and Westrick,
along with the 6th grade teachers about this.
Sincerely, Mr. Amos
Week 15
Monday: All students will rehearse their poetry presentation with peers, and
identify expository elements of their chosen reading book.
Homework: Students will add three performance elements to their poem
presentation, including body language cues, props, voice cues, clothing cues
etcetera.
Tuesday: All students will continue preparing and presenting their slam poems.
Homework: Write a five paragraph essay on a key theme or idea in your chosen
new novel. Please use third person point of view, and a formal tone.
Wednesday: Given Traditional Forms of poetry, students will be able to
accurately identify and label poems, based on specific characteristics. Then,
students are to classify their own poems for presentation, and introduce them.
Then,students will convey a sense of identity through originality, sincerity,
liveliness, or humor appropriate to the topic and type of writing.
Homework: Students will produce a typed copy of all three poems for the slam,
including the type of poem and the presentation techniques.
Thursday: Students will convey a sense of identity through originality,
sincerity, liveliness, or humor appropriate to the topic and type of writing.
Homework: Students will read at least 20 pages of their chosen novel.
Friday: All students, using the Language of Literature textbook, will analyze
three poems for rhythm, rhyme scheme, tone, meaning and type.
Homework: None
Week 14
Monday: All students will take the AIMS test and work on their slam poems.
Homework: None
Tuesday: All students will take the AIMS test, and will discuss their next
class novel section. Students will also hand in their slam poems.
Homework: All students will choose a new book for novel study, and read the
first 20 pages. This book is to be brought to school!
Wednesday: Students,in preparation for the poetry slam, will create brief
skits. These will be performed in class tomorrow.
Homework:Students will read their chosen novel for 1/2 hour.
Thursday: Students will complete and begin to perform their skits.
Homework: All students will write a second slam poem, so that we have a sonnet
and two more poems for the slam.
Friday: All students will watch and perform skits, and continue to edit and
revise their slam poems.
Homework: All students will revise their three poems, and memorize one of them
for in-class presentation.
Week 13
Monday: All students will work on their comprehension
questions.
Homework: All missing research papers are due tomorrow, unless you have made
prior arrangements with me.
Tuesday: All students will complete their comprehension questions, in
preparation for tomorrow's review.
Homework: Finish the questions, if necessary.
Wednesday: We will begin our Alchemist wrap-up assignment,focusing on locating
information and using inference. In addition, we will review the expectations
for written expression on AIMS, in preparation for Monday's writing portion.
Homework: All students will complete the poetry term sheet, and write a poem
using at least three of the contained terms. The poem must have a consistent
meter and rhyme scheme, which need to be identified on the page.
Thursday: All students will revise and edit their poems, and begin working on
their new sonnets.
Homework: Complete a sonnet on a subject of your choice.
Friday: All students will finish reviewing our Alchemist comprehension
questions, and take a brief assessment.
Homework: None
Week 12
Monday: Students will retake their AIMS review assessment. For each question
students got wrong last time, they are to justify their answer in a brief
statement.
Homework: Read up to the epilogue by Thursday.
Tuesday: Students will review the AIMS writing pre-assessment, and analyze The
Alchemist.
Homework: Continue reading The Alchemist.
Wednesday: Finish taking and grading our AIMS writing pretest.
Homework: Continue reading The Alchemist.
Thursday: All students will complete comprehension questions about The Alchemist.
Homework: None
Week 11
Monday: All students will use Blooms words to create comprehensions questions
for Jeopardy. Page range: Part 2-page 79.
Homework: Students will read through page 104.
Tuesday: All students will use reading strategies to interpret text (e.g..
drawing conclusions, determining cause and effect, making inferences,citing
specific evidence to support analysis, etc.). Activity: team Jeopardy game.
Homework: Read p. 105-121.
Wednesday: Students will use reading strategies to interpret text (e.g..
drawing conclusions, determining cause and effect, making inferences,citing
specific evidence to support analysis, etc.). Activity: team Jeopardy game.
Homework: None
Thursday: Students will take an AIMS practice assessment.
Homework: Read up to page 142. Last sentence: "Usually, the threat of death
makes people a lot more aware of their lives."
Friday: All students will review their AIMS practice assignment, and identify
the errors they have made.
Homework: None
Week 10
Monday: All students will turn in their research papers if they have not done
so already. Then, students will apply Bloom's Taxonomy key words to the
writing of ten questions they will write about a reading selection from The
Alchemist. Key concept: Relating key words from Core Standards to key words
from Bloom's Taxonomy.
Homework: Please read pages 33-42 in The Alchemist. Be prepared to answer
comprehension questions constructed using Bloom's key words.
Tuesday: All students will complete a comprehension assessment on pages
33-42, and write an essay response to the following prompt:
In a five paragraph essay, illustrate what is going to happen in the remainder
of the reading selection, and identify three clues form pages 36-37 which
might have alerted Santiago ahead of time.
Homework: All students will read pages 43-59.
Wednesday: All students will read, analyze and discuss "American History", by
Judith Ortiz Cofer. Key concepts include elements of plot, sequence of events
and underlying themes in literature. Guiding question: What was our author's
intent?
Homework: Please read pages 59-79 in The Alchemist.
Thursday: All students will revise and edit an essay for conventions.
Students will add punctuation and paragraph breaks, using the Perfect Five
Paragraph Essay template.
Homework: None
Students will assess their assignment on conventions from yesterday, and
then, students will review and read The Alchemist,focusing on comprehension
strategies in a class discussion setting.
Homework: None
Week 9
Monday: All students will have a book check for The Alchemist. In addition,
student packets will be collected and checked for completion. Then, students
will work on reading comprehension strategies, using key concepts drawn from
applicable RIT score ranges.
Standards: 1. Connect information and events in text to experience and and
related text sources. 2. Apply knowledge of the organizational structures. 3.
Use reading strategies (drawing conclusions, determining cause and effect,
making inferences, sequencing) to interpret text.
Homework: All students will fill out the "Edits and Revisions" pages of their
own or a partner's packet.
Tuesday: Students will review their packets for sentence fluency and
transitions. Then, they will locate, summarize, analyze and evaluate
information in a literary passage (The Alchemist), in order to derive
questions. These questions will be answered in complete sentences for homework.
Example questions:
locate. Locate the sentence in which we learn Santiago's purpose in
life. Write the first seven words of that sentence.
analyze. Analyze the first three paragraphs. What can we infer about
Santiago, by reading into the setting and descriptions?
evaluate. Santiago's father says, "People from all over the world have
passed through this village, son...They come in search of new things,but when
they leave they are basically the same..." Evaluate this statement.
summarize. Summarize in one sentence the most important information in
the last three paragraphs of our reading.
Homework: All students will answer the questions about The Alchemist
derived in class.
Wednesday: All students will examine the proper formatting for an MLA research
paper, including citation, title, text and paragraph expectations. Notes must
be taken. In addition, students will review the questions from yesterday's
class, and submit them for assessment.
Homework: Students are to begin finalizing a typed draft of their research
paper,including proper MLA formatting, in-text citation, a bibliography and a
completed blue packet. All work must be submitted at the beginning of class
on Friday.
Thursday: All students will finish reviewing their questions from Tuesday,
and will continue reading The Alchemist, deriving new questions about elements
of literature: setting, character, mood and genre.
Homework: Students are to review MLA formatting, and produce a final draft of
their research paper, including their bibliography and a completed essay
packet (unless otherwise specified). The paper should go on top, followed by
the bibliography and then the packet. Remember--THE LAST TWO PAGES OF THE
PACKET (word choice, sentence fluency, transitions and edits) MUST BE PROPERLY
FILLED OUT!
Friday: All students will complete an essay question test on The Alchemist.
Homework: None
Week 8
Monday: All students will work on their research paper titled, "The
Development of Civilization: 70,000 to 2,700 B.C.E.". Students will research
the three time periods they've chosen leading up to the time of King Zoser and
his administrator, Imhotep. For each of the time periods, there must be at
least three main ideas illustrating how civilization had advanced. This paper
will be due on Friday of next week, so time management is of the essence!
Prompt: Research and analyze three important moments in the development of
civilization between 70,000-2,700 B.C.E.
Homework: All students will complete their bibliography in MLA format with at
least four citations. This must be presented to me on Tuesday. It is worth
twenty-five points.
Tuesday: All students will meet one-on-one with me in order to go over class
notes, packets and citations. In addition, students will remediate any
missing assignments and work on their research papers.
Homework: Remediation, if necessary
Wednesday: Students will return to the lab and continue filling in their
research packet. For some students, the priority will be to complete missing
assignments in anticipation of grades closing today.
Homework: All students will bring their copy of The Alchemist to class for
book check. Students may receive full credit for the book check as late as
(but no later than) Monday.
Thursday: All students will continue working on their research packet.
Focus:
1. Strong, applicable quotes for supporting details in each main body
paragraph (total: 18+ quotes). These quotes may be adapted later to fit
better into the essay.
2. Organization is logical and consistent, with three paragraphs
clearly expressing what was significant about each historical location. The
locations themselves are in chronological order from most ancient to most
recent. The overall organization illustrates a larger pattern of increasing
complexity, sophistication and quality of life for human beings.
3. Proper in-text citation is used. This means that the author's last
name and the page number(s) from which the quotation or paraphrase is taken
must appear in the text, and a complete reference should appear on your Works
Cited page. The author's name may appear either in the sentence itself or in
parentheses following the quotation or paraphrase, but the page number(s)
should always appear in the parentheses, not in the text of your sentence.
For example:
Romantic poetry is characterized by the "spontaneous overflow of
powerful feelings" (Wordsworth 263).
Homework: All students, having obtained sufficient quotes for supporting
details, will ensure that each detail is associated with a citation that is
complete and properly formatted. Students must have at least 18 quotes, and
proper in-text citation! For more information and examples, please visit the
following website:
http://owl.english.purdue.edu/owl/resource/747/01/
Week 7
Research Project: Getting to Egypt
Background: We have been looking at the lives of individuals who lived in
Africa around approximately 70,000 B.C.E. Sometimes, it is hard to imagine
how we could get from the level of civilization exhibited by these early
people to that of the ancient Egyptians. We've identified the following
elements of civilization that needed to be developed, in order to accelerate
the process:
1. Protection of the vulnerable (ALREADY ADDRESSED)
2. Respect and preservation for knowledge of the past (storytelling)
3. Cultivate natural resources
a. develop herding
b.understand the life cycles of plants
4. Build permanent dwellings
a. redirect water
b. develop crops
5. Learn to measure accurately and consistently
Prompt: Look at the list above. Explain how we get from primitive
civilization (70,000 B.C.E.) to that of Egypt, which exhibited the traits
expressed above.
Homework: All students will research the time period (70,000-2,700 B.C.E.) and
create an MLA citation for an applicable resource.
Tuesday: All students will read and take notes from packet #1. Outcome:
Students will obtain 30 facts relating to the development of civilization
between 70,000 B.C.E. and the kingdom of Pharaoh Zoser (2,700 B.C.E).
Homework: Students will find a second research resource, and create an MLA
formatted citation for it.
Wednesday: All students will read and take notes from packet #2. Outcome:
Students will obtain 30 facts relating to the development of civilization
between 70,000 B.C.E. and the kingdom of Pharaoh Zoser (2,700 B.C.E).
Homework: All students will obtain ten facts from their chosen and cited web
resource.
Thursday: All students will engage in a guided note-taking session, and derive
30 new facts relating to the development of civilization. During this
session, students will choose a set of three locations at specific times
through which they may examine the subject of pre-Egyptian civilizations.
Resource: http://www.philosophyforum.net/HistTimeline_files/HistTimeline.htm
Homework: Students will write a single-paragraph proposal in which they
identify which specific three times and places they will examine for their
research paper.
Friday: All students will use student essays and our essay template to
reinforce the editing and revising process in writing. This has been an area
in need of serious remediation!
Homework: Make sure to bring your flash drive, as several days next week will
be spent in the computer lab!
Week 6
Monday: All students will be able to analyze and respond to an article from
The New York Times entitled, "'Crisis': Supplies of life-saving drug used to
treat children could run out in 2 weeks". A five paragraph essay with MLA
formatted bibliography is due Wednesday.
Homework: Students are to work on their essays for 1/2 hour.
Web link for article:
http://www.msnbc.msn.com/id/46351047/ns/health-the_new_york_times/#.TzkqmVuunEJ
Tuesday: All students will create a Valentines Day card for a loved one,
including a brief friendly letter and a single-stanza poem.
Homework: All students will complete a final, typed or pen-written essay on
the New York Times article from Monday. Please submit the packet and attach
the final draft to the FRONT.
Wednesday: All students will assess their essay for completion, effective
thesis statements, internal and external transitions, restated thesis and
application.
Homework: None, unless remediation is required.
Thursday: All students will improve sentence fluency in writing by working on
four types of sentences: simple, compound, complex and inverted.
Homework: Students will write two examples of each of the four structures of
sentences listed above (Thursday's classwork).
Friday: All students will read and discuss "The Censors" (p. 186) and "Trail
of Typhoid" (p. 258) in our Language of Literature book.
Homework: None
Week 5
Monday: All students will be able to read, analyze and compare two selections
from our Language of Literature book. Key concepts: literary analysis, active
reading, author's purpose
Homework: All students will read chapter 8 and 9.
Tuesday: All students will go to the computer lab to work on their next novel
chapter. Goal: Produce clear and coherent writing in which the development,
organization and style are appropriate to task, purpose and audience.
Goals between 70,000BCE and 2,700BCE:
1. Protect the vulnerable
2. Respect and preserve the knowledge of the past (storytelling)
3. Cultivate natural resources
a. develop shepherding
b.understand the life cycles of plants
4. Build permanent dwellings
a. redirect water
b. develop crops
5. Learn to measure accurately and consistently
Homework: All students will finish reading The Outsiders (ch. 10 & 11).
Wednesday: All students will have a brief assessment on the elements of their
novel chapter. Then, students will continue writing in the computer lab.
Homework: Students will work on their novel chapter. The theme of the chapter
is the answer to the following question: why is it beneficial to protect the
vulnerable?
Thursday: All students will return to the lab and continue writing their novel
chapter.
Homework: Students will print and turn in their novel chapter, after
proofreading, editing and revising. It must be a minimum of 2 typed,
single-spaced pages, with proper paragraphs and formatting. It must explore
how it is that your character overcomes a weakness and becomes an asset to
their tribe (the Tsodilites).
Friday: All students will watch the conclusion of The Outsiders, and begin
their summative assessment essay.
Homework: All students will fill out their essay packet and type up a cohesive
final draft.
Week 4.
Monday: All students will take an assessment on their vocabulary words. Then,
students will review essay writing and transitions, using the Writing Center
website from UNC and our Writing Process Presi.
Homework: All students will read chapter 7 of The Outsiders.
Tuesday: All students will take the district MAP test.
Homework: None
Wednesday: All students will analyze our writing process handout, using the
Writing Process Prezi. Then, students will begin writing a response to the
following essay prompt: Johnny, Ponyboy and Dally rescue schoolchildren who
are trapped in the burning church, and in the process, refute stereotypes that
were widely held about greasers. Analyze Ponyboy's conversation with Randy,
and discuss what he (Randy) has learned about these three boys.
Homework: Complete your Outsiders essay, using the writing process handout.
Thursday: All students will review their essay packet, and ensure that each
section is properly filled out.
Homework: All students will write a final draft of their essay, and turn it
in attached to their outline.
Friday: All students will watch the movie version of The Outsiders.
Homework: None
Week 3
Monday: All students will go to the computer lab and begin writing their next
section of the class novel. We will begin by researching Egypt in the time of
King Zoser and Imhotep.
Homework: All students will read chapter 5 in The Outsiders.
Tuesday: All students will analyze Robert Frost's poem, "Nothing Gold Can
Stay", and apply it to their understanding of The Outsiders.
Students will write a poem on a topic of their choice, using the same meter
and rhyme scheme as "Nothing Gold Can Stay".
Wednesday: All students will complete an essay on the following prompt:
Explain what the color gold represents in The Outsiders, using specific
examples from the text. Be sure to explain how this representation relates to
the characters, conflict and plot development.
Homework: Complete your essay if necessary.
Thursday: All students will study their new academic vocabulary list, and
read chapter 6 in The Outsiders.
Homework: Students will finish reading chapter 6.
Friday: All students will assess a peer's essay for ideas, organization,
voice, sentence fluency, word choice and conventions.
Homework: All students will study for their vocabulary assessment on Monday.
Week 2
Tuesday: All students will be assessed on their ability to diagram sentences
with participles, participial phrases, gerunds and gerund phrases. Then,
students will continue our examination of the conflict in "The Outsiders",
using an analysis of setting (e.g. historical period,place, situation) based
on the style, mood, and meaning of literary text as seen through word choice.
Homework: All students will read chapter 3 of The Outsiders, in preparation
for an assessment.
Wednesday: ASWBAT illustrate comprehension of a literary text by answering
questions in an open-book assessment of "The Outsiders".
Homework: All students will read chapter four of "The Outsiders".
Thursday: All students will be able to construct an essay on the following topic:
Johnny stabs and kills Bob, a soc. Is this act justified? Argue your answer
with three strong main ideas, and support each main idea with AT LEAST two
details from the text.
Homework: All students will write a final draft of today's essay.
Friday: All students will diagram infinitives, and review the diagramming of
participles and gerunds.
Homework: None
Week 1:
Monday: All students will determine the meaning of words in a text using prior
knowledge, context clues including connotations of other words, and reference
materials (dictionary). Students will then choose a synonym or group of words
with the right connotation and denotation to replace the identified word.
Homework: All students are to bring "The Outsiders", by S.E. Hinton.
Tuesday: Students will summarize the story, "The Bass, the River and Sheila
Mant" according to the author's purpose, the conflict in the story and the
theme/message of the text.
Sub-objective: Students will analyze and clarify the meaning and use of key
vocabulary words.
Key vocabulary: author's purpose, conflict (internal, external, man vs. self,
man vs. man, man vs. society/nature, etc.), subplot, parallel episode, prose,
genre, theme.
Students will identify the narrative point of view in a literary selection
(The Outsiders).
Homework: All students will read chapter 1 of "The Outsiders", by S.E. Hinton.
Wednesday: Grammar: all students will practice sentence diagramming
(participles and participial phrases). Then, we will examine chapter 1 of The
Outsiders. Objective: ASWBAT apply knowledge of organizational structures by
explaining how one excerpt relates and contributes to the reading selection.
Homework: All students will write a paragraph in which they predict what may
happen as a result of Ponyboy's confrontation with the Socs.
Thursday: Grammar: all students will practice sentence diagramming (Gerunds
and gerund phrases). Then, ASWBAT analyze the influence of setting (e.g.
historical period,place, situation) on the problem and resolution, and draw
conclusions about the style, mood, and meaning of literary text based on word
choice.
Homework: All students will read the remainder of chapter 2. There is a link
to an online version of "The Outsiders" on my "Links to online books" tab.
Friday: Grammar: all students will practice sentence diagramming (participles,
participial phrases, gerunds and gerund phrases). Then, ASWBAT analyze the
influence of setting (e.g. historical period,place, situation) on the problem
and resolution, and draw conclusions about the style, mood, and meaning of
literary text based on word choice.
Homework: None, except for Mitch, Aaron, Griffin, Wyatt and Daniel, who must
write, "Shut your pie hole!" one hundred and sixty times.
SEMESTER 2, TERM 3
Week 20:
Monday: All students will practice diagramming sentences, using a website.
Students are to complete the architecture of sentence diagrams and identify
the part of speech of each word. In addition, students will begin taking
notes on Beowulf's battle with the dragon.
Homework: All students will prepare an essay which introduces, chronicles and
evaluates Beowulf's three battles. (Due Wednesday!)
Week 19:
Monday: All students will determine the meaning of vocabulary using
linguistic roots (e.g. Greek, Latin). Then, students will diagram provided
sentences and identify the part of speech of each word in the sentence.
Homework: All students will order or purchase "The Outsiders" by S.E. Hinton.
Due date: December 23rd.
Tuesday: All students will begin constructing an essay in which the following
prompt is evaluated:
A new study has come out clearly indicating that by attending school on
Saturdays for half a day, students are 40% more likely to experience moderate
academic growth. 50% will show no growth, and 10% will have a slight decline
in performance.
In a persuasive essay in which both sides of the discussion are argued, please
indicate whether you think Madison Meadows should or should not go to a six
day schedule.
Homework: All students will write the main body of their essay, spelling out
each of the three arguments (alternating between arguments for and against
your thesis).
Wednesday: All students will revise and edit their introduction and main body
paragraphs, and write a conclusion. Focus: Have you given a strong opposing
argument in your second body paragraph?
Homework: All students will type a final draft of their persuasive essay.
Thursday: All students will be able to analyze poems for meaning, context,
poetic devices and word choice.
Homework: All students will create a red, fire-breathing dragon for their
poster board. The head will inhabit the top center portion of your board, and
the wings will extend out to the side. The dragon can disappear behind
existing images, the wings spread out to the sides, and the tail curling
around below.
Friday: All students will take an assessment on the elements of poems
evaluated in class yesterday. Areas of focus: message, context clues, word
choice and poetic devices.
Homework: Organize, neaten and if necessary, complete your assessment.
Poems:
Do not go gentle into that good night (Dylan Thomas)
Because I could not stop for Death (Emily Dickinson)
This Is Just To Say (William Carlos Williams)
My mistress' eyes are nothing like the sun (William Shakespeare)
somewhere i have never travelled, gladly beyond (e.e. cummings)
Assessment questions:
For four of the poems, please identify
1. the rhyme scheme,
2. the meter, and
3. the meaning/message (1-3 sentences).
Identify as many examples of
4. alliteration,
5. assonance and
6. consonance as you can in the same four poems.
7-10. In three to five paragraphs, please express the full meaning of ONE poem
from the list, using notes and research,
OR,
write a poem of your own that shares two out of three of the following
characteristics with your chosen poem: rhyme scheme, meter and message.
Week 18:
Monday: All students will be able to analyze each line of their sonnet for
accuracy in meter and rhyme scheme. Students will have the option or working
with a peer, or individually. Then, students will be read the next section of
Beowulf, and will identify in writing at least three examples of both
alliteration and assonance. Examples of consonance will be pointed out for
students, to reinforce the concept.
Homework: All students will type a final draft of their sonnet, and submit it
along with their rough draft. Students in AEP are encouraged to identify
accented and unaccented syllables using symbols shown in class.
Tuesday: After turning in their poems, all students will participate in a
class spelling bee to determine our representatives to the school spelling bee!
Homework: All students will create an artistic copy of their Beowulf poem and
attach it to their story board on the left edge half way up the side.
Wednesday: After turning in their poems, all students will participate in a
class spelling bee to determine our representatives to the school spelling bee!
Homework: None
Thursday: All students will complete the spelling bee. Then, students will be
able to identify the events of Beowulf's battle with Grendel's mother, along
with the details of her war hall and its contents. This information will be
included in a picture of the battle to be drawn/created and included on the
right hand side of their poster boards, directly across from Beowulf/Grendel
battle poem.
Homework: Add the new picture mentioned in our classwork to your poster board.
Friday: All students will write a functional text essay in which they
describe the elements poster board, and explain why these images are
important to the development of the story. Students are asked to focus on
excellent transitions and strong main ideas. Europe, Beowulf, Hrothgar in
Herot, Beowulf and Grendel battle,the illustrated Beowulf poem, Beowulf's
battle with Grendel's mother.
Homework: Rewrite and type a final draft of your functional text.
Week 17:
Monday: All students will read and analyze the class novel chapter according
to organization, plot development and themes.
Homework: Students will write a five paragraph essay in which they identify
the three greatest challenges we face in the next 30 years.
Tuesday: Students will share the ideas in their essays about future
difficulties. Then, representatives from each table will compare the relative
merit of gathered ideas, and we will begin scripting the next "future" section
of the class novel.
Homework: Choose a topic you feel passionate about. Write it down in a single
sentence that indicates why you are so passionate about it. Then, rewrite
that sentence multiple times, until you have the first line of a poem.
Wednesday: All students will share and explain their sentences, and help one
another improve them. Then, students will spend 15 minutes writing a poem
which reflects the characteristics of their sentence in terms of meaning,
rhythm and voice.
Homework: All students will complete a rough draft of their poem.
Thursday: All students will be able to take the battle between Grendel and
Beowulf,identify the underlying message/moral, and use a poetic form to
express that message. Key vocabulary: stanza, meter, rhyme scheme,
alliteration, assonance and consonance.
Homework: All students will complete a rough draft of their Beowulf poem.
Friday: All students will be able to define and identify the characteristics
of their key vocabulary from yesterday's poetry assignment (see Thursday "Key
Vocabulary"), using Shakespeare's Sonnet 18.
Homework: All students will submit a rough and typed final draft of their two
poems from this week. In addition, students will submit a third poem, using
the same characteristics as the sonnet we read in class.
Week 16:
Monday: All students will be able to (ASWBAT) present their poems in class
before submitting them to me. Students will also choose a meter, and begin
writing a rhythm-based poem on a subject of their choice.
Students, using a song with a consistent meter, are to work on a rhythm-based
poem using techniques such as alliteration, assonance, rhyme and repetition.
Tuesday: ASWBAT diagram provided sentences, and time permitting, work on
structure in poetry. Guiding question: how do I introduce, express and
conclude a poetic idea?
Homework: Have a happy Thanksgiving!
Week 15:
Monday: Students will turn in their novel chapters, discuss possible
directions the story may go, and then take time to complete their functional
text Beowulf assessment.
Homework:Students will create a picture of Beowulf defeating Grendel, and
affix it just above the picture of Hrothgar on his throne.
Tuesday: All students will properly identify and use verbs in a verb tense
exercise. Then, students will practice note taking, using the text of Beowulf.
Homework: No homework
Wednesday: ASWBAT identify the proper verb (in tense and number). In
addition, students will continue taking notes on Beowulf.
Homework: Students will write a paragraph (5-7 sentences) about dinosaurs, in
which each verb is WRONG in number or tense.
Thursday: ASWBAT brainstorm ideas for a poem, drawing on poetic terms, prior
knowledge and specific details from their home lives.
Homework: All students will create a rough draft of their poems on the subject
of "home".
Friday: All students will revise and submit their poems, identifying "dead"
words, and replacing them with words that convey the appropriate connotation
to successfully convey their meaning.
Homework: Students are to type the final draft of their poems.
Week 14:
Monday-Wednesday: All students will enhance the meaning of their class
novels, using creative detail and logical organization.
Homework: Draw Grendel, and place him at the top right corner of your Beowulf
story board. Then, create an image of Hrothgar sitting in Herot, looking
distraught and waiting for Grendel to come. This should be placed on the
bottom edge of the board, in the middle.
Thursday: Students will engage in a note taking exercise, and take a brief
assessment on the elements of the story of Beowulf, utilizing a functional text.
Homework: Produce a typed final copy of chapter 1 of the class novel,
including all story elements.
Week 13
Monday: Students will learn their first two vocabulary word parts. All
students will read the class novel, and distinguish between the sections
according to time and purpose (15min). Then, students will grade their essays
for completion and accuracy.
Homework: Students will make revisions to their essays based on peer input.
Tuesday: Students will turn in their essays and learn their second two Greek
and Latin word parts. SWBAT describe the historical and cultural aspects
found in cross cultural literature by connecting information and events from
one text to another. Activity: students will listen to the story of Beowulf,
and compare the actions of the characters to those of the boys in "L.o.Flies"
using a graphic organizer.
Homework: All students will consider the class novel sections, and create a
picture of one or more of the characters and settings found therein.
Sections:
Inside the author's mind
The real world
The distant past
The not-to-distant future
The ward for the profoundly inane (the unwanted future)
Wednesday: Students will be given the next two vocabulary words, and will
practice diagramming. Then, each student will listen to Beowulf and continue
note taking.
Homework: Students will print or draw a picture of Europe. Then, they are to
affix it to their picture board, in the top left corner.
Thursday: All students will begin writing their class novel section, in which
they describe the place from which their character will have been from.
Homework: Students will spend half an hour working on their class novel section.
Friday: All students will continue taking notes on Beowulf, and will then work
on their class novels. Goal: arrive at Tsodilo Hills, and observe the animal
life on the plains.
Homework:None
Week 12
Monday: All students will take a pre-assessment on Lord of the Flies.
Homework: None
Tuesday: Students will complete their pre-assessment, and review it, making a
note of story details they've missed for study purposes.
Homework: Students are to study for the final assessment on L.o.Flies, using
their pre-assessment document.
Wednesday: All students will complete their review of the L.o.Flies
pre-assessment, and will be introduced to the epic poem Beowulf.
Homework: Students are to obtain a cardboard 'platform' upon which they'll
create a scene-based plot map. It should be at least 3x3 feet.
Thursday: All students will be able to diagram the subject, predicate,
modifiers and complements in provided sentences. In addition, students will
begin practicing note taking using the text of Beowulf. The details written
down are to be used in a representational map of the story.
Homework: All students are to find and write down five facts about Denmark in
the years between 450 and 500 A.D.E.
Week 11:
Monday: All students will be able to organize the elements of an essay
according to the 5 paragraph essay template.
Homework: Read chapter 10.
Tuesday: Students will be given their next vocabulary list, and will revise
their essays for organizational elements and six trait competencies.
Homework: Read chapter 11.
All students will continue to remediate their essays, and begin reading
chapter 12.
Homework: Finish reading Lord of the Flies.
Quarter 2, Week 10:
Monday: All students will submit their five paragraph essays for class
evaluation, after viewing my prezi on close reading.
Homework: Read chapter 7, and choose a passage from which you can do a close
reading. Then, write a paragraph expressing what you have learned through the
analysis.
Tuesday: All students will submit their revised essays and close reading
paragraphs. Students will have one-on-one conferences with me to review their
work while others read from their literature book, take notes and predict the
questions which will be asked at the end of the selection.
Homework: None, unless specific remediation has been assigned in class.
Wednesday: Students will continue to meet one-on-one with me, while creating
note sheets using close reading techniques.
Homework: Students will read chapter 8, and specific students will complete
remediation of their essays.
Thursday: Students will complete day three of one-on-ones, and will continue
their note taking and reading.
Homework: Students will remediate as needed.
Friday: All students will finish one-on-one meetings with me, and turn in
their close reading notes on our fiction, nonfiction, poetry and drama reading
assignments.
Homework: Students will revise their essays if necessary, and read chapter 9
of L.o.Flies.
Note: Please be aware that ALL ESSAY SCORES MAY BE REMEDIATED. I have been
addressing quality issues with student writing, and feel that I must commit to
a higher degree of accuracy as is reflected by the elements of an essay and
the basic expectations relating to conventions (heading, title, paragraph
formatting and grammar). I am ratcheting up expectations, which I believe is
an essential part of student growth. Thanks for your support and understanding!
Week 9:
Monday: All students will practice and then assess the identification of
words in a sentence according to function and part of speech. Then, students
will evaluate their choice for the most important event of chapter 4 in
L.o.Flies, based on provided criteria.
Homework: Please use five vocabulary words accurately in sentences which
indicate the meaning of the word clearly. Then, read 1/2 of chapter 5.
Tuesday: We will have more diagramming and word identification practice, and
then, students will read chapter 5, and use a variety of reading strategies to
augment comprehension of the text. Objective: SWBAT recognize that using a
variety of comprehension strategies will facilitate a deeper understanding of
a text. Outcome: students will be able to list at least three strategies they
might use in comprehending a text.
Strategies:
accessing prior knowledge,
understanding the author's purpose,
using context clues,
paraphrasing and summarizing to check understanding
using visualization,
making predictions,
using a plot line and other literary devices to enhance understanding.
Homework: Please use the next five vocabulary words accurately in sentences
which indicate the meaning of the word clearly. Then, read the rest of chapter 5.
Wednesday: All students will be able to identify the part of speech of all
words in a provided sentence (80% accuracy).Objective: SWBAT recognize that
using a variety of comprehension strategies will facilitate a deeper
understanding of a text. Outcome: students will be able to list at least
three strategies they might use in comprehending a text.
Homework: All students will complete their vocabulary sentences, and submit
them.
Thursday: Students will continue using the comprehension checklist to gather
information about chapter 5, and will again diagram compound sentences in
order to identify the part of speech of each word.
Homework: All students will review chapters 1-5, using at least three of the
strategies suggested on the reading comprehension checklist.
Friday: All students will be assessed on their comprehension of chapters 1-5
in L.o.Flies, highlighting the reading comprehension strategies covered in
class this week.
Homework: All students will read chapter 6 in L.o.Flies, and finish your five
paragraph essay test.
Reading Strategies:
Understanding Author’s Purpose
Visualization
Accessing Prior Knowledge
Using Context Clues
Using Plot Line & Other Literary Devices
Prediction
Paraphrasing / Summarizing
Essay Prompt for Monday:
Above, you will find the seven reading strategies we have studied this week.
In a five paragraph essay, express what you think the author’s purpose was in
writing Lord of the Flies.
Back up your thesis with main ideas in which you illustrate how Golding
achieves his purpose through the writing, using the strategies listed above as
the basis for your main body paragraphs.
Support your observations with specific details from the text, and make
predictions about how the author will extend his ideas in the conclusion.
Week 8:
Monday: All students will be able to identify specific details from the text
relating to characters, setting and plot. Students will also evaluate the
author's intent in creating this story, from the perspective of setting and
circumstance. Sub-objective: Students will read and discuss a teacher-written
story, reinforcing the idea of author's intent.
Homework: Students will define linking verbs and create a list of linking
verbs, using online research.
Tuesday: We will wrap up the discussion of author's intent using L.o.Flies
and the class novel. Then, students will read from chapter 1 in L.o.Flies,
and analyze the plot using guiding questions and context clues. Students will
be able to evaluate the relationship between Ralph and Jack, and make
predictions based on observations of events in the story.
Homework: Students are to read chapter 2 in L.o.Flies
Wednesday: All students will be able identify linking verbs in provided
sentences. Then, students will be introduced to predicate nouns and predicate
adjectives, which will be compared and contrasted to direct objects (review).
Goal: students will illustrate a growing understanding of the sentence base.
Homework: Imagine you are writing an essay in which you've analyzed chapter
two and identified the conflict. Write a thesis which states the conflict is
between the boys' drive to be civilized workers and playful savages. Then,
choose three main ideas which show the conflict, and write topic sentences for
them. Finally, reinforce your main ideas by choosing three SPECIFIC SUPPORTING
DETAILS by quoting or paraphrasing the text. Again, you are not writing the
whole essay. Create an outline including full sentence versions of the
thesis, main ideas and supporting details.
Example:
I. Thesis: This sentence will be your thesis statement.
A. Main idea 1: This will be your first main idea.
1. Supporting detail: This will be your supporting detail.
B. Main idea 2: This will be your second main idea.
1. Supporting detail: This will be your supporting detail.
C. Main idea 3: This will be your third main idea.
1. Supporting detail: This will be your supporting detail.
Thursday: All students will be able to analyze the homework assignment and
determine whether the writing has a successful thesis, main ideas and
supporting details. Then, students will analyze sentences and determine the
part of speech of each word, using diagramming.
Homework: All students will read chapter 3 and determine the author's
intended message, using three specific examples from the text. Students are
to complete the homework by writing a sentence which sums up the message, and
three quotes from the text of chapter 3.
Friday: Differentiated lesson. Some students will use class time to remediate
assignments and complete learning objectives. Others will read chapter 4 and
identify the most important event. Once the event has been identified,
students are to write a paragraph in which the topic sentence states clearly
what the event is, and the supporting details explain why the event is so
important.
Homework: All students who spent Friday remediating are to read chapter 4 and
identify the most important event. Once the event has been identified,
students are to write a paragraph in which the topic sentence states clearly
what the event is, and the supporting details explain why the event is so
important. All students will turn in their work on Monday.
Week 7:
Monday: SWBAT complete their district essay, and will compile a list of as
many prepositions as they can, given assistance from table mates in a class
contest.
Homework: All students will review their assessment, and determine what
they'd like to remediate. Students will schedule time in the morning for
remediation on Tuesday.
Tuesday: SWBAT identify prepositional phrases in provided exercises. Then,
students will use the prepositions from the exercise to construct sentences of
their own.
Homework: All students in periods 4 and 7 will bring "Lord of the Flies" to
class!
Wednesday: All students will evaluate their persuasive essay using provided
criteria for ideas in six trait writing.
Homework: Students are to log on to my website and read chapter 1 in "Lord of
the Flies".
Thursday: All students will be able to describe the island in "Lord of the
Flies" using specific details from the text. In addition, students will
practice diagramming, and identify the meaning of unknown words from the text,
using context clues.
Homework: All students will draw a picture of the island in our novel, based
on notes from class discussion.
Friday: L.o.Flies 2: All students will be able to make predictions about the
plot progression and will suggest a possible identify conflict in L.o.Flies,
using setting and characters as a guide.
Homework: Students need to prepare for an assessment on chapter 1, focusing
on character and plot development through important events.
Week 6:
Monday: Students will examine a list of Greek and Latin derived vocabulary
words, and will be able to identify other words that share the same
etymological root (example: PERplex: PERsecute, PERfection, PERsuasive). Then,
students will discuss "The Little Prince", and identify timeless themes that
express the author's intent.
Homework: All students who need to remediate their scores for the parts of
speech portion of last Friday's assessment will prepare for an in-class
re-assessment on Tuesday. Students in periods 4 and 7 will purchase or order
"Lord of the Flies". Guiding question: What does it mean to be human?
Tuesday: All students will complete their context clues assignment, and begin
studying their alphabetized preposition list.
Homework: Students are to memorize all the prepositions beginning with the
letter "A". There will be an assessment tomorrow!
Wednesday: All students will evaluate their retention of the Greek and Latin
word parts (etymology) from our vocabulary list. Students will likewise check
their understanding of the preposition list from last night's homework.
Using the practice work from class, study for an assessment on the Greek and
Latin word parts, and the prepositions beginning with the letter "A".
Thursday: All students will be assessed on their knowledge of Greek and Latin
roots and affixes, along with their first set of prepositions. In addition,
we will review the context clues assignment, identifying textual clues to help
identify the correct omitted words.
Homework: All students will review the prepositions beginning with "A", and
will memorize the ones starting with letters "B" through "E".
Friday: Students will complete the district writing prompt, which is a
persuasive essay.
Homework: Students are to memorize the remainder of their preposition list
for assessment on Monday. Here's a link to the words, in the event you
misplace your list. This is not a hyperlink--you need to copy the link into
the explorer bar and hit "enter".
http://cf.ltkcdn.net/home-school/files/57-Prepositions.pdf
Week 5: 9/6-9
Tuesday: MAP testing for all students
Homework: None
Wednesday: All students will be able to define identified parts of speech in
a brief written expression. Then, students will identify the climax, falling
action and resolution of "The Little Prince".
Homework: Students will follow the "Using 6 Traits to Improve Essay Writing"
prezi, and answer the following prompt:
Symbols and metaphors are present throughout The Little Prince. Why do you
think Saint-Exupéry chose to tell this story in such figurative language?
Note: Each student should consult his/her class notes regarding how much of
the essay needs to be completed tonight, and what elements must be included.
Thursday: All students will review key concepts for Friday's assessment, and
construct the main body paragraphs of their essay.
Homework: Write the conclusion of your essay regarding the prompt. Prompt:
Exupery chose to use a great deal of symbolism and metaphor in his story. Why
did he choose to write "The Little Prince" in such figurative language?
Friday: All students will complete an assessment covering key concepts from
the year to date. These include the parts of speech, the elements of a plot
line, the use of context clues, diagramming, and finally the elements of essay
organization and six trait writing.
Homework: Identify any areas covered on the assessment which might need
remediation.
Week 4
Monday: All students will submit their essays. SWBAT diagram subjects,
predicates, direct objects and modifiers in provided sentences. SWBAT use
context clues to interpret literary text, including unfamiliar vocabulary and
figurative language.
Homework: Students will write and then diagram five sentences which include a
subject, predicate, direct object and modifiers.
Tuesday: ASWBAT complete a brief three sentence assessment on their
diagramming skills, including identifying the subject, predicate and direct
object, along with adverbs, adjectives and prepositions. Then, ASWBAT
summarize and condense the message in a passage from The Little Prince into a
single sentence. Skill: identify the author's intent using context clues from
the text (repetition).
Homework: Read chapters 21-24 in The Little Prince. For each chapter,
identify the most important message in a single complete sentence. Do not make
any grammatical or punctuation errors!
Wednesday: ASWBAT identify verbally the message from chapters 21-24 in "The
Little Prince". Then, students will begin creating a study guide identifying
the key concepts we've studied this year, using notes, discussion and
questioning strategies. Key concepts: using context clues in literature and
life. (Exercise: the subject and predicate of our classwork).
Homework: None (or remediation if necessary).
Thursday: We did not get very far on our second objective yesterday, so today
we'll return to identifying key concepts for the year to date. In addition,
we will take parts of the text, and compile a list of strategies for
comprehension and their commiserate revelations about the reading.
(prediction, cause and effect, connecting to personal experience, restating
main ideas, identifying repetition, text to world and text to self
connections, implicit and explicit ideas, author's intent, etc.).
Homework: All students will review the characteristics of a plot line, and be
prepared to sequence and define each element. Then, students will organize
the chapters of "The Little Prince" on a plot line, indicating which fall
under the category of exposition, conflict and rising action.
Friday: Students will watch "School House Rock", and take notes on the parts
of speech.
Homework: All students will finish reading "The Little Prince", and
review/memorize the parts of speech.
Week 3: 8.22-26
Monday: All students will list the elements of a Perfect Five Paragraph
Essay, given our "house" as a graphic organizer. Students will write a
reflection on the events of chapters 1-9 in "The Little Prince", using class
discussion notes as a guide.
Homework: All students will read chapters 10-15.
Tuesday: Remediation--all students will review the characteristics of an
introduction and a main body paragraph in an essay. Students will be shown a
sample essay, constructed around the following prompt: Why is "drawing number
one" just a hat for some people, and why is it an elephant inside a boa
constrictor for the little prince?
Homework: Write the introduction to your essay, including a hook, bridge and
thesis.
Wednesday: Students will be able to write three main body paragraphs with
strong topic sentences and supporting details taken from the text. It will be
clear from their writing how each topic relates to the thesis they've chosen,
and students will be able to write transitions between each main body paragraph.
Homework: Students will read chapters 16-20 in The Little Prince. They should
prepare for an assessment on chapters 1-20 by studying each of the characters
the little prince meets.
Thursday: All students will be able to complete their main body paragraphs,
including supporting details that are specific and selected from the text (the
Little Prince), and either implicitly or explicitly linked to the thesis.
Students will show an understanding of how to extend their ideas in the
conclusion by rewriting the thesis and main ideas, advancing each logically,
and showing the reader how to apply the message contained therein to his/her
own life.
Homework: All students will prepare for an assessment on chapters 1-20 by
reviewing notes, and by studying each of the characters the little prince meets.
Friday: All students will complete an assessment on the first 20 chapters of
The Little Prince, and will be able to identify real world sources for
allegorical characters with at least 80% accuracy. Students will also review
a six trait rubric with which they will be prepared to proofread and edit
their five paragraph essay over the weekend.
Homework: All students will type a revised, edited and proofread final draft
of their five paragraph essay, using a provided six trait rubric for
self-assessment.
Prompt:
WHY IS "DRAWING NUMBER 1" JUST A HAT FOR MOST ADULTS, AND WHY IS IT AN
ELEPHANT INSIDE A BOA CONSTRICTOR FOR THE LITTLE PRINCE?
This 6 trait rubric, along with the Perfect Five Paragraph Essay rubric, will
be necessary for completing this weekend's homework!
Descriptions of the Traits
Ideas: This trait addresses the writer’s thesis, along with the main ideas and
supporting details that develop and enrich that thesis. Regardless of the type
or purpose of writing, ideas should be clear, complete, and well-developed.
One clear focus should be apparent in each paragraph, and each main idea
should help prove and reinforce the thesis.
Organization: This trait addresses the structure of a piece of writing
including the thread of central meaning and the patterns that hold the piece
together. Regardless of the type or purpose of writing, a well-thought out
order of ideas should be apparent. The structure should reflect the Perfect
Five Paragraph Essay Rubric, and each element must be in place.
Voice: The type of voice will vary according to the purpose and type of piece,
but it should be appropriately formal or casual, distant or intimate,
depending on the audience and purpose. For this assignment, we need a formal,
professional and serious. You should use a 3rd person point of view (don’t
use I, we or you).
Word Choice: This trait reflects the writer’s use of specific words and
phrases to convey the intended message in an interesting, precise, and natural
way appropriate to audience and purpose.
Sentence Fluency: This trait addresses the rhythm and flow of language.
Sentence structure should be strong and varied.
Conventions: This trait addresses the mechanics of writing, spelling,
capitalization, punctuation, and paragraph breaks. It can also include proper
format.
Week 2: 8.15-19
Monday: All students will identify the subject and predicate of provided
sentences. Then, students will read a personal narrative and identify the
elements of plot: exposition, conflict, rising action, climax, falling action
and resolution. Finally, students will identify in writing a conflict, climax
and resolution for their personal narrative.
Homework: Students will rewrite and submit their personal narratives from
social studies.
Tuesday: Students will share and submit their work from the personal
narrative assignment, and will identify the subject and predicate of provided
sentences.
Homework: Students will complete a grammar packet in which they identify the
subject and predicate of the sentence. Key concepts: inverted
subject/predicate, compound subject/predicate.
Wednesday: Students will be introduced to the "Perfect Five Paragraph Essay",
and will begin reading the exposition of "The Little Prince".
Homework: Students will memorize the elements of an introduction for
assessment on Thursday.
Thursday: All students will correctly identify the three elements of an
introduction, and discuss main body paragraphs. Then, students will apply
comprehension strategies to reading "The Little Prince". Strategies:
Connecting the text to personal experiences (prior knowledge), Applying
knowledge of organizational structures to aid comprehension, and using reading
strategies such as cause and effect, inferencing and sequencing to interpret
text.
Homework: All students will go to my website and read through chapter 10.
Students should be prepared to answer comprehension questions about "The
Little Prince", and identify and define the elements of a main body paragraph.
Friday: All students will discuss and write notes about the exposition of "The
Little Prince", and identify the subject and predicate in provided sentences.
Homework: All students are to memorize the elements of a Perfect Five
Paragraph Essay.
Week 1: 8.8-12
Monday and Tuesday: 7th Grade Language Arts with Mr. Amos: an Overview.
Week at a glance: The first week is all about establishing norms, procedures
and expectations. Our subject matter will primarily have to do with year-long
activities, although they will be getting lessons in reading, writing, grammar
and vocabulary. The students' vocabulary list will consist of academic words,
so they'll know what I'm talking about.(-:
Objectives
Students will be able to:
1. Memorize each part of speech, and the six primary elements of sentence
diagrams (subject, predicate, object, modifier, phrase and clause). Students
are expected to be able to define each term as well.
2. Identify the six elements of a plot line in a given text.
3. Outline the major events of a text by creating a plot line diagram.
Key concepts adapted from...
Author: Jill Torrey Emmons
Editor: Scott R. McDaniel
http://pulse.pharmacy.arizona.edu/9th_grade/from_global/language_arts/plot.html
Homework: All students in period 1 and 3 will order/purchase a copy of "The
Little Prince". All students will memorize the 8 parts of speech, learn the
six main elements of a diagram (subject, predicate, object, modifier, phrase
and clause) and align and define the elements of a plot.
Wednesday: All students will take and assess a brief grammar/academic
vocabulary pre-assessment.
Homework: All students will review their personal history from social
studies, identify which elements of plot it contains, and which it does not.
We will use these observations in Thursday's lesson, which involves applying a
plot line to improve our writing.
Thursday: All students will review the parts of speech with peers in class.
Then, they will continue to review the pre-assessment from Wednesday.
Finally, students will identify the elements of plot which exist, and those
which do not in their personal history.
Homework: Each student is to list and define each of the following six
grammar terms, in preparation for Friday's final assessment on the parts of
speech, elements of plot and grammar terms. Students are encouraged to use
their pre-assessment as a guide in preparing for the assessment.
Friday: All students will take an assessment on the parts of speech, elements
of plot and grammar terms. This quiz will be worth 25 points, and any student
who scores less than 20/25 will be scheduled for remediation.
Note: Remediation is scheduled for 7:15 in my classroom, and continues until a
concept is learned. In this way, we can ensure that each building block is
firmly in place, even if it requires additional time. This kind of
accountability will improve student performance. Sincerely, Mr. Amos
Thursday: All students will continue to review their pre-assessment, and will
be able to correctly identify all eight parts of speech. Students will work
in pairs or small groups, helping one another with memorization. In addition,
each will review the elements of plot using their personal history from Social
Studies. In some classes, we have not yet finished assigning class jobs, and
that will take the remainder of our time.