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Mrs. Stotts



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Lesson Plans 10th grade

September 2 -5 10th grade

Tuesday, September 2

Classwork 

Grammar Review: 
work pages 112, 113, 114, 115 (items in series, commas and two adjectives, 
join independent clauses, nonessential elements) go over in class

Writing:

Review Analyzing Purpose, Audience, and Tone of writing
Students will analyze a newspaper article and an advertisement on the same 
topic.  Students will look at purpose, audience, and tone

A list of types of writing will be given to students.  Individually student 
will select two and find examples of them.  Students will use teacher 
questions to analyze their selections.  Then students will be put into 
groups to discuss the differences found in their selections

Homework :   Vocabulary     	quiz on Packet I on Wednesday
Grammar     	Work pages 116, 117, 118 in Language Handbook
Writing	None	


Wednesday – September 3

Classwork
Vocabulary:  Quiz packet 1
Handout Packet 2  Discuss Using Context Clues to determine words in 
sentences; 
                    Discuss “Contrast” signal words 

Grammar   check  pages 116, 117, 118 (introductory words, phrases, and 
clauses. Appositives, dates

Writing:  Discuss arranging ideas:  chronological, spatial, order of 
importance, logical

Begin exercises Arranging the Order of Details – Exercises 1, 2, 3, 4

Homework:    Vocabulary		Packet 2 pages 1 -3
		  Grammar 		Review all comma rules- worksheet
		  Writing		Complete exercises 1, 2, 3, 4
		
Thursday, September 4

Classwork

Vocabulary – check pages 1-3       
	Prefixes E/Ex; A/An; Re; In/Im 
           Introduce Un;  Ab;                       
Grammar – check grammar review
Writing –    go over exercises 1, 2, 3, 4
 Exercise 5 for a grade
                    
Homework

Vocabulary – Study pages 3 and 4 complete pages 5 and 6  (a review of 
prefixes 
		E/Ex; A/An; Re; In/Im; Un; Ab
Grammar -    Study for  Test on Commas
Writing – no homework


Friday,  September 5

Classwork

Comma Test

Homework
Grammar:     Work on newspaper examples for commas
Vocabulary:  Complete through page 8

Monday – September 8

Classwork

Vocabulary – Review packet 2 –through page 8
Grammar – Semicolon rules
		Between two sentences with no conjunction
		Between independent clauses joined by a conjunctive adverb 
or 
			Transitional expression
		Before a coordinating conjunction to join independent 
clauses that 				may contain semicolons
		Between items in a series if the items contain commas.
	
Writing:  Using charts and timelines
               Classifying information 

Homework – 
                      Grammar – typed handout:  Semicolon Use – 10th grade 
		Vocabulary – Test on Packet 2 – pages 1-8
		Writing – None

Tuesday, September 9

Classwork:  

Vocabulary Test pages 1-8
Grammar:  Turn in semicolon worksheets
Writing:   None

Homework

Vocabulary – pages 7-8 of packet

Wednesday, September 10

Classwork

Vocabulary – Check pages 7-8  (Prefix:  Luc/Lumen; Acri/Acer;  Flu)
Grammar – Review semicolon worksheet
	         Introduce Colon rules
Writing- None

Homework

Vocabulary – Work pages 9-10
Grammar – Colon Worksheet
Writing – none

Thursday, September 11

Classwork

Vocabulary – go over pages 9-10
Grammar – go over Colon Worksheet
                   Quiz on colons
Writing – Evaluating and revising

Homework

Vocabulary – Work pages 11-13
Grammar	Work pages 119-120 in Language Handbook
Writing – None
Friday, September 12

Classwork

Vocabulary – review pages 11-13
Grammar – review pages 119-120 in Language Handbook
Writing – Revise a paragraph

Homework








August25-29

Presentations
Vocabulary:     
      explain the importance of building a strong vocabulary
      Prefixes   e-   a-  and   re-
      Roots  cord,  ami  greg  pathos  fid

Review commas:  
     Separating items in a series
     Separating two or more adjectives before a noun
     Using comma before and, but or nor for so yet when joining independent 
         clauses
     Use commas to set of nonessential clauses and phrases
     After a one word adverb
     After introductory clauses and participial phrases
     After two or more introuctory prepositional phrases
     To set off interrupters:  appositives, direct address, parenthetical 
          expressions
     To separate items in dates and addressses
     After salutation of friendly letter and after closeing of any letter
     to set off abbreviations such as Jr. Sr.

Writing skills

Understanding the writing process
     respond personally to literature :  Why I am a Writer
     Attitude of writing:  it is a skill that can be learned
     Importance of Understanding the Assignment
     Other points to consider:
         Length
         Purpose
         Audience
         Occasion
         Knowledge
          
Prewriting
     Finding ideas
          Journal writing
          Freewriting
          Brainstorming
          Clustering/mapping
          Asking questions - using 5W-How questions
          Importance of Observation
     Consider Audience, Purpose, and Tone
            





August 18 – 22
Monday, August 18, 2008

Arrow Point for the day: Write comma rules in notebook
Capitalization Test
Begin Punctuation Review Comma  
•	Items in a series
•	When conjunction joins two sentences
•	Coordinate adjectives
Commas and Compound Sentences Worksheet
Comma rules worksheet – students write the rule number explaining the 
placement of each comma
Remind student to find examples in print
Remind students projects are due on Monday, August 25

Tuesday, August 19 

Arrow Point : Using  pages 3-5 of handout answer the following
		State and give an example of the four types of conflict
		Define Protagonist
		Define Antagonist
		List two ways an author may develop characterization
		Define dynamic character
		Define Static character
		Define third person limited (omniscient limited)
		Define theme
		
Go over elements of a Short Story
Review comma worksheets
New Comma rules:  
•	Use commas to set off nonessential clauses and nonessential phrases
•	Worksheet identifying essential and nonessential clauses and phrases

Introduction to Writing
•	Explore ways that writers and writing affect the world
•	Stress that communication requires a writer, a subject,an            
audience,  and language

Wednesday, August 20

Arrow point:  Using Commas with Introductory Words
•	Use commas to set off introductory words like Well, No, Next, Yes, 
•	Use a comma after introductory participial phrases
•	Use a comma after one long introductory prepositional phrase or two 
or more short introductory prepositional phrases
•	Use commas after introductory adverb clauses

Writing process
•	Prewriting
•	Writing
•	Evaluating and Revising
•	Proofread and Publish

Aims of Writing
•	Expository
•	Persuasive
•	Personal, expressive, self-expression
•	Literary 
Students are to bring an example of each type of writing to school. 

Thursday, August 21

Arrow Point:  Using commas to set off elements that interrupt a sentence.
•	Appositives and appositive phrases ( Steven, a man of his word, 
denied any theft)
•	Words used in direct address (What, David, is the meaning of this 
parable?)
•	Parenthetical expressions – remarks that add minor information or 
that relate ideas to each other. (It is, I believe, about generosity.)

Group work
•	Students will get in groups and explain why they selected this 
example to bring.  
•	In same groups, students will evaluate handouts and answer questions

Friday, August 22

Arrow Point:  
•	Use commas to separate items in dates and addresses
	Example: My sister was born in Akron, Ohio, on May 7, 1991.)
                     Kate’s new address is 945 Oak Drive, Covington,KY 41011
•	Use a comma after the salutation of a friendly letter and after the 
closing of any letter
•	Use a comma after a name followed b an abbreviation such as Jr., 
Sr., or M.D.  Follow such an abbreviation with a comma unless it ends the 
sentence.






Lesson Plans for 10th grade August 11-15

Monday – August 11

Welcome students as they enter room.
Arrow Point:  
•	Pick up folder
•	Read instructions for the first project of the year.

Thorough explanation of the expectations of student project.

•	Discussion of the importance of students determining what they want 
to include in the presentation:  characteristics, likes, dislikes, interest, 
hopes, dreams, goals, 
•	Important:  discuss the importance of determining how students see 
themselves, not how others see them.
•	Discuss points in the handout 
•	Talk to students:   After reading their questionnaires, I found that 
many students have a goal of maintaining A’s; some A’s and B’s and some just 
want to make sure they pass.   Many students do volunteer work or charity 
work, and many of you want a successful year in other activities you are 
involved in.

Researching the internet, I found the following quotations.  Through 
discussion, students will see how they could be incorporated in their 
presentation:

“The achievement of your goal is assured the moment you commit yourself to 
it.”
Mack R. Douglas   www.quotations.com

“Every great achievement is the victory of a flaming heart.”  Ralph Waldo 
Emerson     www.quotations.com

“In faith and hope the world will disagree, But all mankind’s concern is  
charity.” Alexander the Great  www.quotations.com


“Where there is charity and wisdom, there is neither fear nor ignorance.
Where there is patience and humility, there is neither anger nor vexation
Where there is poverty and joy, there is neither good nor avarice
Where there is peace and meditation, there is neither anxiety or doubt.”
       St. Francis of Assisi   www.quotations.com

“The price of success is hard work, dedication to the job at hand, and the 
determination that whether we win or lose, we have applied the best of 
ourselves to the task at hand.”  Vince Lombardi   www.goodquotes.info/sports-
quotes-determination

“I always feel pressure.  If you don’t feel nervous, that means you don’t 
care about how you play.  I care about how I perform.  I’ve always said the 
day I’m not nervous playing is the day I quit.”  Tiger Woods    
wwww.quotemonk.com/quotes/famous-s/sports-quote

Give other websites to students 
Remind them of books as well as websites that are appropriate
Discuss importance of documentation and how to compete a works cited page

Below is a copy of the project students will be doing


First Project of the Year

Objectives

Students will research famous quotes that in some way describe them; then 
they will explain to the class the reasons for the selection of quotations.  

Students will make a presentation to the class.

Students must document the source of their quotations.

Introduction to Project

Wow, first weeks of school and we are already getting a PROJECT.  Aren’t you 
excited!  I am because this is a project that is going to give you an 
opportunity to introduce yourself to the class through someone else’s 
words.  What! You exclaim. I am used to filling out a questionnaire or a 
note card with things like the name I want to be called, my family and if I 
have brothers and sisters, my hobbies, my favorite movie, my favorite book, 
favorite color, what I expect to learn this year…etc.  (and there is 
absolutely nothing wrong with the note cards and questionnaires…I have used 
them many times myself).  However, this year we are going to get to know you 
through the words of famous people.  Now, don’t panic…..we will discuss the 
expectations in class.

This project is going to require some brainstorming and decision making 
before you ever go to the library to begin your research.

1.	The first thing you must do is determine who you are and what makes 
you that person.  What are your characteristics, your likes and dislikes, 
your hobbies, etc.  Not how others see you, but how you see yourself.  
2.	Once you have made the decision of what you want to tell us, you are 
ready to begin research.  (I suggest keeping your brainstorming available in 
case you need it later).

Research:  With these decisions made, you are ready to begin your research.  
  
1.	You will be researching famous quotes from short stories, plays, 
novels, literature books, poetry books, etc. that express the person you are.
2.	Major rule the quotes must come from famous people.
3.	You may have some favorite books at home that you remember that 
would be perfect for this project.
4.	Don’t forget to utilize books of quotations like “Bartlett’s 
Familiar Quotes.”
5.	The internet will also be a good source.
6.	Document where you find your quotations
Guidelines

1.	Your presentation is to be 3-5 minutes long.  
2.	You will need to read the quotations or passages that describe you 
and then explain why. 
3.	 Explain to the class why the quotation describes you without 
reading to the class.  
4.	Be creative in developing your presentation -  use pictures to help 
with your explanation of yourself; make a slide show of who you are – 
whatever creative talent you have.  Use technology!
5.	Students will be randomly selected on the day of presentations.  
Everyone  must be ready!
6.	After your presentation you must turn in any notes and a 
bibliography of your quotations.

Things to remember about the delivery of your presentation

1.	Walk confidently to the front of the room.
2.	Do not start your presentation while walking
3.	Have good posture
4.	Have good use of floor space (no pacing)/ good use of visual aids
5.	Good use of gestures (not a detraction from information)
6.	Good eye contact with entire audience
7.	Good voice rate, volume, articulation, variety, etc.


Grading Rubric is located on next page






A/A+	B/C Range	D/F Range

Strong Introduction and conclusion
	
An introduction and a conclusion	
No introduction or conclusion

Information pertains to a single topic – Who you are!	
Information pertaining mainly to a single topic
	
Information pertaining to more than one topic

Information is presented in a logical order.
	
Some attempts to present information in a logical order	
Information presented in random order

Connected and related main points
	
Attempts to connect ideas/main points
	
Inadequate, missing, or indiscernible connections
Between ideas and main points

Many supporting details provided through explanations. (quotations)	
Some supporting details providing examples
	
Inadequate or no detail to explain meaning.


Good use of descriptive language
	
Some use of descriptive language	
Limited or no use of descriptive language 

Effective and varied words
	
Some attempts to vary words	
Repeated words, mechanical use of words and phrases

Strong eye contact
	
Some eye contact	
Infrequent or no eye contact

Good use of visual aids
	
Attempted use of visual/audio aids	
No use of visual aids

Documentation of sources used	
Some documentation of sources
	
No source documentation

Met time limit	
Close to time limit	
Extremely over/ under time limit


Tuesday, August 12

Arrow Point

(meeting to discuss handbook)
•	Students will pick up folder with Capitalization Rules I 
•	Students will write the rule in their notebook and begin to find 
examples in newspapers.
Classwork
•	Practice sheet to be worked individually

Homework
•	Worksheet on capitalization rules I
•	Work on quotation presentation


Wednesday, August 13

Arrow Point

Short reading comprehension excerpt Objectives

•	Students will read excerpts from award-winning literature to develop 
diverse comprehension skills
•	Students will deduce the meaning of words from context
•	Students will identify antecedents and references
•	Students will weave together the ideas in a passage to identify the 
main thought
•	Students will draw inferences about the content of the passage
•	Students will draw inferences about the author’s purpose and point 
of view
•	Students will recognize literary devices and identify author’s tone 
and mood

Classwork
•	Go over arrow point
•	Discuss homework
•	Quiz on Capitalization Fules I
•	Give Capitalization Rules II
•	Worksheet on Capitalization Rules II

Homework
•	Worksheet on Capitalization Rules II
•	Handout on elements of short story – Study pages 1 and 2
•	Work on presentation
•	Work on finding examples of rules

Thursday, August 14

Arrow point

Put all assignments in folder
Go to library: Introduction to CHS library 

Homework:
Work on presentation
Study conflict and characterization handout
Work on finding examples for rules

Friday, August 15

Arrow point
•	Reading comprehension
     
     Classwork
•	Discussion of pages 1-4 of Elements of Short Story
•	Review Capitalization Rules
•	Capitalization Test on Monday

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