| 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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