10th grade spring exam review
• Determine meaning of word by using context clues
• Determining relationship between words
• Identifying literary terms and their the use : metaphor, allusion,
simile, suspense, theme plot, connotation, denotation, cause and effect,
conflict, irony, verbal irony, dramatic irony, situational irony, imagery,
internal conflict, external conflict
Idion, Oxymoron Hyperbole Personification
• Use of connotation and denotation
• Ways authors develop characters ( I will give you an excerpt, you
must determine from the reading – the way the character is developed)
• Main idea of paragraphs
• Determining thesis statement
• Using formal language to determine cause and effect: You will be
completing sentences
• Determining types of paragraphs – persuasive, narrative, expository,
descriptive
• Determining author’s purpose- to entertain, persuade, inform, create
mood
• Read an excerpt from a newspaper interview - determine why the
author included specific information in his article
• Determine literary point of view – first person, second person, third
person limited, third person omniscient
Grammar
• Determining if information in a sentence is necessary or not
• Omitting repetition, structures that are not parallel
• Determining parallelism
• Determining use of standard English: subject verb agreement;
adjective, adverb usage; punctuation to avoid misreading; hyphen use;
inverted order; run-on sentences; correct possessive usage; verb tense;
personal pronoun usage; avoid pronoun ambiguity; avoiding misplaced
modifiers; indefinite pronoun agreement;
• Reading comprehension – you will be given a passage to read;
questions will be asked about the passage: example: literal content;
inference, symbolism, etc
• Determining if a paragraph is written in chronological, spatial, or
order of importance
• Identifying the eight parts of speech
• Identifying direct object, indirect object, objective complements,
predicate adjectives, predicate nominatives
• Making pronouns and antecedents agree
• Identifying gerunds, participles and infinitives
• Editing a paragraph – finding all mistakes!
• Identifying verb tense: present, past, future, present perfect, past
perfect, future perfect
Monday, March 30
Do Now: Fact and Opinion - Purple Book - pages 48-49
Classwork:
Review terms: fact, opinion, advertising, TV commentary, editorial,letter
to the editor, nonfiction, political speeches, essay,
literary nonfiction, persuasion, inference
Group Work - look at editorials and letter tot he editors brought to class.
Make a chart of opinion words found in these editorials and
letters.
New Skill - Multiple sources; Evaluating fact and opinion in two different
media ( magazine and billboard; tv advertisement and political
speech, etc.)
Practice In class work pages 50 -52
Independent work - pages 53-54
Homework: Test on Fact and Opinion
Don't forget about Powder Puff Football games
Tuesday, March 31
Do Now: Look over rules for Fact and Opinion
Staple Fact and Opinion classwork together and turn in for a
grade
Classwork: Test
Homework: Worksheet: Subject Verb Agreement in Dependent Clauses
introduced by the relative pronouns who which that.
Wednesday, April 1
Do Now: Pick up folders and look at the test you took yesterday. Note the
correct ansewers
Classwork: Look at overhead and check answers to homework
Study for a quiz on Relative pronouns as subject of clause
Quiz
Discuss Analyzing and Evaluating Texts - pgs 59 - 63
Key points: main idea, stated main idea, implied main idea,
details; where to find main ideas in an excerpt and how to
find the implied meaning
Homework: Work handout on kinds of sentences, fragments, and run-ons
Prepare for quiz
Thursday, April 2
Do Now: Review Kinds of sentences, fragments and run on - practoce 2
pg 94
Classwork: Quiz on grammar
Review Simple and Compound Sentences
New Skill: Summary and Precis
Homework: Worksheet: Summary and Precis practice
Worksheet: Simple and Compound Sentences
Friday: April 3
Do Now: Check Homework Answers on overhead
Classwork: Review Sentences
New Skill: Explication and idiom 68 - 70 Practicein single
paragraph and in two paragraphs - explication of both
Homework:
For the next two weeks we are excited to have a student teacher here. Her
name is Miss Carlisle. She has been here for several weeks so the students
already know her. She will be preparing the lessons, quizzes, tests, etc.
for the next two weeks.
Monday - March 2
Classwork: Presentations of movie posters, "Everyday Use" and study guide
Homework: Read "A Rose for Emily," make notes in the margins, quiz on Tuesday
Tuesday - March 3
Classwork: Quiz. Discuss "A Rose for Emily." Discuss homework.
Homework: Fill out body sketch. Draw the character, choose important quotes.
Wednesday - March 4
Classwork: Group work of the body sketch that was for homework. Presentations
in class.
Homework: Review for test Friday March 6.
Thursday - March 5
Classwork: Review for test (Friday)
Homework: Study for test
Friday - March 6
Classwork: Test on "The Story of an Hour," "The Bride Comes to Yellow
Sky," "The Cask of Amontillado," "Everyday Use," and "A Rose for Emily."
Homework: To be determined by Mrs. Stotts.
Monday - February 23
Classwork: return essays and discuss
Homework: None
Tuesday - February 24
Classwork - group work answering questions on "Story of an Hour."
Homework - read "Bride Comes to Yellow Sky" and take notes in margin
Be ready for quiz
Wednesday - Februray 25
Classwork - quiz on "Bride Comes to Yellow Sky"
discussion of story
Homework - Read "Cask of Amontillado" and take notes as you read
Quiz on story
Thursday - Februray 26
Classwork - Quiz on story
Discussion of story
Homework - none
Friday - February 27
Classwork - Students will be designing a movie poster in class. This will
count as a major test grade
Homework - Read "Every day Use" and take notes on margin
Prepare for quiz
Prompt for February 16
Most schools have students who have been elected by their peers to be school
leaders, such as captains for athletic teams, club officers, or student
council representatives. These student leaders are often asked their opinion
by school officials regarding decisions that will affect the rest of the
team, club, or school. Write an expository essay to inform an interested
adult about the qualities that make a student a good leader. Be sure to
include reasons and/or examples that explain why these qualities are
important. Support your ideas with specific details.
Monday - February 16
Do Now: Using their pronoun handout students are to answer the following
questions:
When is a collective noun singular?
When is a collective noun plural?
When is an expression of an amount singular?
When is an expression of an amount plural?
When is a fraction or a percentage singular?
When is a fraction or a percentage plural?
Is a measurement (length, weight, capacity, or area) singular or
plural
Give three examples of nouns that are plural in form but take
singualr pronouns
List three examples of pronouns that are plural in form, but refer
to a single item, yet take plural pronouns.
What determines the number of a relative pronoun?
Nouns ending in ICS (tactics) how do you determine if they are
singular?
Nouns ending in ICS (tactics) how do you determine if they are
plural
Classwork: Discussion of new prompt: Students will evaluate four essays
written on the same topic as they have been assigned
Evaluation of student introductory paragraphs
Homework: Work pages 5, 6, in pronoun packet.
Work on essay - it will be turned in on Friday
Tuesday: February 17
Do Now: Journal Entry
Classwork: Counselors come to talk about classes for next year
Homwork: Work on essay (due Friday with all rough drafts. Blue or black ink.
Do not write on the back. Use paper provided.)
Wednesday, February 18
Do Now: Journal entry
Classwork: Vocabulary work
Homework: Work on Essay (due Friday with all rough drafts. Use blue or black
ink. Do not write on the back. Use paper provided.)
Thursday:
Do Now: Vocabulary practice
Classwork: Work on essay (due Friday with all drafts. Use blue or black ink.
Do not write on the back. Use paper provided.) Miss Carlisle will help
students edit their papers if needed.
Homework: Work on Essay - it is due on Friday: Do not write on back; use
blue or black ink; do not type this one...use sample pages given
Friday:
Do Now: Journal entry.
Classwork: Turn in essays. Attach all rough copies.
Literary terms review.
Homework: "Story of an Hour" Kate Chopin. Students must take notes on the
lines provided (predictions, questions, reactions) while reading. There will
be a quiz on the reading on Monday.
February 9 - 20
Don't Forget the Rally for St. Jude this week!
Monday - February 9
Classwork - complete St. Jude Letters
HW: Bring essays to class - this is what we did last week before
working on St. Jude Letters. Students should have an introductory
paragraph and three body paragraphs.
Tuesday, February 10
Do Now: Vocabulary practice
Classwork: discuss writing a conclusion
Work on essay - individual help on essays
HW: Complete conclusion for essay
Wednesday, February 11
Do Now: Vocabulary Practice
Classwork: Work on essay - evaluate sentence construction, transitions,
Rewrite first draft
.
HW: Complete another draft of essay. Students will show me the draft they
have been working on and the draft they completed for homework. The
two drafts must not be identical. Students must show they have evaluated
their own essay and made changes to the original draft.
Thursday: February 12
Do Now: Vocabulary practice
Classwork: Work on essay - evaluate word choice, clear and concise language,
etc
HW: Complete final essay and turn in for a grade
Friday - February 13 Happy day before Valentine's Day
Do Now - Vocabulary Practice
Classwork: Turn in completed essay and all drafts. This means the one we
worked on in class last week; the draft you completed for Thursday
and the final copy. Your work must show revisions.
Assign new topic
Homework: Complete introductory paragraph for Monday, Essay will be due on
Friday.
February 2 - 6
Monday - Complete through page 81 in SATP Book
Tuesday - Begin Essay - Writing introductions to informative essay
Homework - write an introduction
Wednesday - Evaluate introductions
Discuss body paragraphs
Develop outline for body
Homework - Write paragraphs two and three
Thursday - Evaluate paragraphs
Discuss conclusions
Homework - Write paragrpahs four and conclusion
Friday - Evaluate essays
Homework - Correct rough draft and type paragraph due on Monday
Monday February 9 - 13
Monday - Assign Informative essay due on Friday
Tuesday - Evaluate introduction
Wednesday - Evaluate body paragraphs
Thursday - Evaluate conclusion
Friday - turn in corrected essay
January 26 - 30
Monday - Antigone Test
Tuesday - Friday - work in SATP books
Homework for the week is to work on two inaugural letters
January 19 - 23
Tuesaday - Friday - Every day time will be set aside for discussion of
the inaugural project.
Do Now - Students are to read Inauguration project and
ask any clarification questions
Discuss Inauguration Project - This project will be
due on Monday, January 26.
Grammar - the project will take the place of grammar
PROJECT DETAILS: Presidential Inaugural Address can be seen on CNN or
other local channels, the internet, etc.)
Listen to the President's Inaugural Address and note
the following:
His vision for public education
His ideas on national security
His ideas concerning the challenges that face our
families and our communites
His views on the American worker and the economy
His ideas on what divides us as a country, and
his ideas for unifying and strengthening the
country.
THEN - write a letter to President Obama concerning
the issues from the above list that most interest
you. In this letter, address your own personal views
and ideas on the issues chosen, and on how these
situations should be handled by us as a nation. In
your letter offer our President suggestions on how
to better our country. (Be reminded that in this
letter, you are addressiing The President of the
United States. The issues tht you addressshould be
handled ernestly and sincerely giving respect to
the man and the office he holds.)
ALSO - write a letter to Creon, the ruler of Thebes.
In this letter, address the issues that have been
listed in #1. In your letter suggest ways in which
these issues can be used to change conditions in
government and society in Thebes.
Literature - Since students will be working on their letters, all reading
and disucssion of Antigone will be done in class. My hope is
to complete the play and have the TEST on FRIDAY. This way
their weekend can be utilized to comnplete their project.
January 12 - 16
TEST ON PRONOUN PACKET I ON FRIDAY
Monday, January 12
Do Now: An article and The Gettysburg Address
Answer questions relating to both
Grammar: Review Nominative, Objective, Possessive Case - check pages 7-9
Literature: Begin the Prologue - "Antigone" page 693
Students have been given a handout with "thinking"
questions. These questions are to be answered
as students read the play.
HOMEWORK: Grammar: Learn relative,demonstrative, interrogative, indefinite
pronouns that are always plural, indefinite pronouns that
may be singular or plural. QUIZ on Tuesday
Literature: Complete the Prologue and questions
Tuesday, January 13
Do Now: Study for pronoun quiz
Grammar: Quiz on demonstrative, interrogative, indefinite, relative
pronouns
Literature: Discuss Prologue; Begin Scene 1
Homework: Grammar work pages 10-12
Literature: Read and answer question to scene 2
Wednesday:, January 14
Do Now: Reading comprehension
Grammar: Review pages 10-12
Literature: Check questions and discuss scene 2
Thursday, January 15
Do Now: Reading comprehension
Grammar:
Litrature: Discuss scene 2
HOMEWORK: Study for PRONOUN TEST
Friday, Janaury 16
Do Now Reading Comprehension
Grammar: Test
Literature:
January 6-9
Monday - January 6
Do Now: Reading Comprehension Skills: Reading an Article; purpose of
introduction, interpreting; why author uses quoatation around
some words, purpose of putting words in parentheses
Literature: Students will read "Geraldo No Last Name - pages 113-115.
Homework: Complete story and answer handout
Wednesday, January 7
Do Now: Reading Comprehension Skills: Main idea, purpose of choice of
words, purpose of using participle phrase, context clue usage
Grammar: Pronoun Handout Students will need to keep this handout in the
Front of the Grammar Section of their Notebook. We will be using
it daily. It will be the resource they will need for their quzzes
and tests.
Review: What is a pronoun and why do we need to use it.
What is an antecedent?
Personal Pronouns: focusing on Case - Nominative, Objective
and Possessive Cases
Focsing on case, person, number, gender
Literature: Review "Geraldo No Last Name" Students will work with a
partner discussing: Characterization, cause and effect,
style, theme. They will share their poem with their
partner. Poems will be mounted on construction paper
and placed throughout the room. Students will need to
give their poem a title.
Homework: Grammar: Find examples of pronouns in newspapers, magazines,
letters, any written material. Identify the person (1st,
2nd, 3rd) number (sg./ pl) gender (masculine, feminine,
neuter)Case (Nominative, Objective, Possessive) and the
pronoun's use in the sentence (S. P.N., DO., IO, OP, App),
Possessive: Must be used as a pronoun not as an adjective
Example: I found this sentence in a magazine:
For most of us, Janury 1 represents an annual check-up of
sorts, a time when we reevaluate priorities, set goals,
think through our intentions for the year ahead.
us - first person, plural, objective, object of preposition
we - first person, plural, nominative, subject
YOUR ASSIGNMENT: Find Five (5) examples of each case. Paste them onto
notebook paper and bring to class. Make sure you identify
each pronoun.
Thursday, January 8
Do Now: Reading Comprehension: Essay: Why does the author use repetiton,
purpose of quotations within text, use of irony
Grammar: Share your findings with a partner. Talk about the ease or
difficulty of finding examples. Did you use newspaper, magazine?
What section of the source seemed to have the most examples?
Read some of your identification of pronouns to your partner, see
if he/she can identiy the pronoun.
Literature: Power point presentation - Introduction to "Antigone" Students
will be given a handout of slides with data missing. As we
discuss the information, students are to fill in the blanks
Homework: Grammar complete pages 5-6 in pronoun packet; review information
given on slides; be prepared for a quiz on whatever slides were
discussed
Friday, January 9
Do Now: Reading Comprehension: Author's purpose, analysis, interpretation,
why an author uses quotations within a text
Grammar: Quiz on Nominative Case and slides
Review Objective and Possessive Case begin work on pages 7, 8, 9
Stop at Demonstrative, Interrogative, and Indefinite Pronoun
Literature: Continue slide presentation -
Homework complete pronoun packet through pages 7 - 9; be prepared for a
quiz on slides completed on Friday.
Second Nine Weeks
December 8-12
Monday: Go over pages in verb packet
Study the conjugation in the packet
today in class students will conjugate a verb following
the example in their packet
Go over answers to verb homework
TEST ON VERB PACKET ON FRIDAY
Homework: completete trhough page 18
5 paragraph informative essay due
Study verb rules for test on Friday
Tuesday, December 9
Do Now: Reading comprehension
Grammar: Verb packet - review emphatic, progressive, verb tenses
Practict with verb tenses
In class work pages 22-24
Homework: Work through page 28
Review rules for quiz
study all verb rules for test on Friday
Wednesday December 10
Do Now: Reading Comprehension
Grammar: Quiz and check homework
Review troublesome verbs (sit, set, rise, raise, Affect,
Effect, bring, take, can, may, imply, infer, learn, teach
let , leave, ain't,. aren't, had better, didn't mean to,
ought, became ill, used to be able to,
Homework: Work pages 31-35
Study verb rules for test on Friday
Thursday, December 11
Do Now: Reading Comprehension
Grammar: Review all rules and examples for test on Friday
Friday - December 12
Do Now: Look over your verb rules
Grammar: Test
December 1 - 5
Monday, December 1
Do Now: Read selection from Shakespeare: Answer the following questions
1. What is the effect of repetition
2. What does the metaphor mean
3. Interpret lines from a soliloquy
4. Context clues
***Technical difficulties- begin power point on Tuesday
Tuesday, December 2
Do Now: Read a poem and answer the following questions
1. How does the poet help the reader understand that the views are
changing rapidly
2. Interpret lines from the poem
3. Idea conveyed by shifting to the pronoun "we"
Writing: Power Point on Informative Writing
Homework: Preposition packet
Wednesday, December 3
Do Now: Read a selection from Pride and Prejudice and answer the following
questions:
1. Determining what is important to a character
2. Determining an adjective to describe a character
3. Context clues
4. Use of language to "poke fun" at a quality of people
5. Purpose of italicized words in a literary excerpt
6, Determining tone
Writing: Power Point on Understanding the Prompt
Homework: Verb packet
Thursday, December 4
Do Now: Read "how-to" excerpt and answer the following questions
1. What is the author's purpose
2. Understanding concepts of the excerpt
3. Determining the best use for subject discussed
4. Understanding the process described
5. Why does the author put several words in quotation marks?
Writing: give students prompt; they are to write a thesis for their prompt
Homework: Verb Packet
Friday, December 5
Do Now: Reading comprehension grade day Read a selection (a myth) and an
excerpt from "Hard Times and answer the following questions
1. What words are used to show the action occurs year after year?
2. Use of symbolism
3. Use and meaning of imagery
4. Purpose of metaphor
5. Interpretation of a sentence
6. Elements of writing
7. Author's purpose in using repetition and parallelism
Writing: In class students will write the first supporting paragraph to
their prompt
Homework: Verb packet
Monday: December 8
Do Now: Study pages 7 and 8 in verb packet - prepare for quiz on principal
parts of a verb
In class check paes 4-14 in packet
In class conjugate the verb "Speak" following pattern on page 19
Homework: pages 14-18 in verb packet
ESSAY IS DUE
Do Now: Read an article and answer the following
1. Determining greates challenge facing the narrator
2. Use of personification
3. Use and importance of author's words
4. Effect of author's words
5. Main idea
Tuesday, December 9
Do Now: Read a poem and answer questions
1. Emphasis of a line of poetry
2. Deciding type of figure of speech used
Wednesday, December 10
Do Now: Read a Speech and an article and answer questions
1. Main purpose of the article
2. Use of irony
3. Determine meaning of quoted material
4. Context clues
5. Main idea of the speech
6. Determining writing technique
Thursday, December 11
Do Now: Read an excerpt from a play
1. How do the two characters react to each other
2. Why does one character support the decision of the other one
3. How is humor used in the excerpt
4. What is the purpose of the ellipses (...)
November 17-21
Monday - November 17
Do Now: Students will read and answer the following question
1. Determine the purpose of the title
2. Determine the relationship between two characters
3. Understand choices made by character
Grammar: Review hyphens, dashes, parentheses
Writing: Begin Writing powerpoint - informative writing - preparing
students
introduction of position paper,
Homework: Study for test on hyphens, dashes, parentheses
Tuesday: November 18
Do Now: Students will read some lines from Shakespeare. They will answer
the following questions
1. What is the main idea of the speech
2. Why are the men discouraged?
3. What is the purpose of repetition in the excerpt
4. What effect does the speech have on the characters
5. Practice using context clues
Grammar: Test on Hyphens, dashes, parentheses
Review Nouns
Homework: Noun Handout
Wednesday: November 19
Do Now: Read poetry excerpt; answer the following questions:
1. Use of imagery in poetry
2. Summarize a stanza
3. Effect of a metaphor on meaning
Grammar: Review Nouns
Homework: Noun handout
Thursday - November 20
Do Now: Read article
1. Determine main idea of article
2. Summarize a paragraph in article
3. Read quotations from article: what is the author implying
4. Characterization questions
5. What is the mood of the article
6. What is the purpose of information in parentheses
Grammar: Review Nouns
Homework: Noun handout
Friday -November 21
Do Now: Reading Comprehension "Grade" Day. Students will read three
excerpts
and answer questions about each one. Skills tested are
1. What is the main conflict
2. What is main character's greates fear
3. How did other characters feel about her
4. Why does the author include a certain quotation
5. Why does the author include certain details
6. Context clues
7. Writing style
Students will have the whole class period to complete the reading
comprehension.
November 10-14
Monday, November 10
Do Now: Practice Reading Comprehension - complete for homework
Students will read a three page story and answer questions:
1. According to the exerpt which is the true meaning of______
2. According to te exercpt which statement best describes how the
main character approaches his challenge
3. What does the main character most likely mean when he says
"..."
4. Read sentences from paragraph. What does the reader learn
about the main character from this description?
5. What is this excerpt mainly about?
6. Using context clues to determine meaning.
Grammar: Power Point on Apostrophe Use
Homework: Complete language handbook pages 134, 135, 136
Tuesday, November 11
Do Now: Check Answers to Practice Reading Comprehension
Begin Reading Comprehension 2
Students will read and answer questions
1. Which statement best expresses a theme in this excerpt?
2. Context clues - what is the meaning of a phrase
3. What does the author mean when he states "..."
4. What is the effect of the author's use of images such as
"....,...,..."
Grammar: View Apostrophe powerpoint again
Work langauge handbook pages 137 - 138
Wednesday, Novembe 12
Do Now: Reading Comprehension Read poem
1. What is the main theme of the poem?
2. In line 5 what does "tired and sick" convey?
3. What is the purpose of the phrase "perfect silence" in the last
line of the poem
4. What do the last three lines of the poem suggest?
5. Determine a synonym for a word in the poem
Grammar: Hyphens, dashes, and parentheses
Work on packet
Homework: page 139 in language handbook
Thursday, November 13
Do Now: Reading Comprehension
Read an excerpt and answer the following questions
1. What is the author's purpose for beginning the article with a
description of a puzzling fact?
2. According to the passage, what is the reason the main character
makes the choice he does?
3. In paragraph __ what is the main purpose of the information
given
4. Which statement best characterizes the main conclusion?
5. Choose best synony for word given
6. Pronoun reference
Grammar Identifying verbs and their uses
Handout packet on verbs
Friday, November 14
Do Now: Reading Comprehension - for a grade
Review Verbs
November 3-7
Reminder Project is due on Friday.
Change of test date assigned last week - I will be out of class on Tuesday
morning.
Monday - November 3
Do Now: Short Passages
Grammar: Remind students to work on Notebook rule check
Literature Check review work on the Pearl
Homework: Work on outline for essay test that will be given on Thursday
Review Underlining and Quotation rules - test on Friday
Objective test on The Pearl - Wednesday
Tuesday - November 4
Do Now: Short Passage
Grammar: Remind students to work on Notebook rule check
Handout on Grammar skills
Literature Remind students project is due on Friday
Work on Literary terms examples from novel
Homework: Test on the novel
Wednesday - November 5
Do Now: Short Passage
Grammar: Rules review
Literature Test on The Pearl
Homework: Complete outline for essay on The Pearl
Thursday - November 6
Do Now: Short Passage
Grammar: None
Literature: Essay test
Friday - November 7 PROJECT DUE
Do Now: Short passage
Grammar: Test on underlining and quotations
Literature: None
Homework: Complete chart of examples of literary terms used in the novel
October 20-31
Monday, October 20
Parent Teacher Conferences
Tuesday, October 21
Do Now: Reading Comprehension
Grammar: Review Quotation Rules - Overhead
Quotations Marks
RULES FOR QUOTATION MARKS:
Quotation marks signal a reader that a speaker’s exact words are being used.
1. Use quotation marks to enclose a direct quotation – a person’s
exact words.
2. do not use quotation marks for indirect quotations, which
are rewordings of direct quotations;
Direct: She said, “I’ll call them later.”
Indirect: She said she will call them later.
3. An interrupting expression is not part of a quotation and
therefore should never be inside quotation marks.
Example: “Let’s go,” Larry whispered, “right now.”
4. When two or more sentences by the same speaker are quoted
together, use only one set of quotation marks.
Example: Al said, “Cassius was right. The fault is not in the
stars."
5. A direct quotation begins with a capital letter.
If a direct quotation is a fragment of the original quotation, it
should begin with a lower case letter.
Example: Cassius is described as having “a lean and
hungry look.”
6. When a quoted sentence is divided into two parts by an
interrupting expression, the second part begins with a lower letter.
Example: “The film version,” he said, “was great.”
If the second part of a quotation is a new sentence, the second part
begins with a capital letter.
Example: “I enjoy seeing a stage play,” Paul commentated.
“It’s more interesting.”
7. A direct quotation is set off from the rest of the sentence by
commas or by a question mark or by an exclamation point.
8. Placing of other marks with quotation use:
A. Commas and periods are always inside the closing quotation marks.
B. Semicolons and colons are always placed outside the closing
quotation marks.
Example: I’ve finally decided to title my paper “Caesar’s March”;
it’s done now.
Study the following in “First Lesson:”: rhyme, meter, and
image.
C. Question marks and exclamation points are placed inside closing
quotation marks If the quotation is a question or an
exclamation; otherwise, they are placed outside
Example: “Jennifer,” Mr. Finn asked, “can you give us an
example?”
Did you laugh when he said, “Wow”?
9. When you write a dialogue (a conversation), begin a new paragraph
every time the speaker changes.
10. When a quoted passage consists of more than one paragraph, put
quotation marks at the beginning of each paragraph, and at the end
of the entire passage. Do not put quotation marks after any
paragraph but the last.
11. Use single quotation marks to enclose a quotation within a quotation.
Example: He asked, “What is the main theme in the story ‘The Man
to Send Rain Clouds’?”
12. Use quotation marks to enclose titles of the following:
A. Short Stories
B. Poems
C. Songs
D. Individual episodes of TV shows
E. Chapter titles and other parts of books and periodicals.
13. Use quotation marks to enclose the following:
A. Slang words
B. Technical terms
C. Other special uses of words.
Novel: Quiz on Chapter 2
Check homework questions chapter for completion grade
Discuss Chapter 2 questions
Homework: Grammar: Work pages 125, 126, and 127
Work on newspaper examples
Novel: Read pages 21 - 30 begin answering chpter 3 questions
Wednesday, October 22
Do Now: Reading Comprehension
Grammar: Check pages 125, 126, 127 for completion grade
Go over pages checking for accuracy (not for grade)
Novel: Continue reading chaper 3 pages 30-40
Homework: Grammar: work page 127 in language handbook
Novel: Complete chapter 3 reading and questions
Review for Quiz on Chapter 3
Thursday, October 23
Do Now: Reading comprehension
Grammar: Homework check - for completion - page 127
Go over page 127 for understanding
Novel: Quiz Chapter 3
Check Chapter 3 questions for completion
Discuss Chapter 3 questions
Homework: Grammar Notebook check complete examples
Novel: Read chapter 4 pages 41-48
Friday, October 24
Do Now: Reading comprehension (Turn in do-nows for weekly grade
Grammar: Notebook check
Novel: Students will complete the reading of chapter 4 while I
check notebooks. Students will need notebooks during weekend.
Homework:
Novel: Complete chapter 4 reading and questions. Prepare for
quiz on Monday
Monday, October 27
Do Now: Finding topic sentences
Grammar:
Discuss quotation use in dialogue
Novel:
discss chapter 4 questions
Homework: Grammar: Page 128, 130 - langauge handbook
Novel: Read chapter 5 answer questions
Tuesday, October 28
Do Now: Finding topic sentence
Grammar: Check page 128 130
Novel:
Discussion of chapter 5
Homework: Grammar:
Novel: Read chapter 6 pages 68-77
Wednesday, October 29
Do Now: Finding topic sentences
Grammar: Check page 131
Novel: Complete reading chapter 6
Homework: Grammar:
Novel: Complete questions for chapter 6
Thursday, October 30
Do Now: Finding topic sentences
Novel: Packet of material for study of The Pearl - to be turned in at the
end of class
Homework: Work on literary chart
Friday, October 31
Do Now: Finding topic sentences
Novel: Go over chpater 6 questions and packet of material completed on
Thursday.
Homework: Remember project
Test on Novel - Tuesday
Essay test to be written in class on Wednesday
Quotation and underlining test on Friday
October 13-17
Monday, October 13
Do now: Underlining worksheet
Novel: John Steinbeck notes
Homework: Find examples of underlining
Underlining worksheet
Tuesday, October 14
Do Now: Quiz on Underlining
Novel: Discuss handouts
Begin chapter 1
Homework: quotation rules 1-6 in notebook; leave room for examples
Find definitions for Chapter one vocabulary
Wednesday, October 15
Do Now: Write rules 7-13 in notebook
Novel: Continue Chaper 1
Homework: Complete Chaper One questions
Find examples of quotation marks
Work pg in language handbook
Thursday - October 16
Do Now: Quotation worksheet
Quiz on Chapter 1
Novel: Complete questions for chapter 1
Begin chapter 2
Homework: Work on Chapter 2 questions
Chapter 2 vocabulary
Language handbook page
Friday - October 17
Do Now: Homework and quiz on quotations
Novel: Continue Chapter 2
Homework: language handbook
find examples of quotations
work on vocabulary
October 6-10 (NINE WEEKS TEST WEEK)
The first part of this week we will be reviewing for nine weeks test. When
students have completed their test, we will begin to work on THE PEARL. As
we study the novel; students will still have vocabulary work and grammar
work to complete.
Monday - October 6
Review Writing part of nine weeks test
Tuesday - October 7 Review Grammar part of nine weeks test
Wednesday - October 8 (4th, 5th 6th) nine weeks test
Notebook due (counts as chapter test!)
Thursday - October 9 - (9th period nine weeks test)
Your Notebook is due
Friday - October 10 - 3rd and 10th nine week test
Your notebook is due
September 29 - October 3
Monday, September 29
Vocabulary - Review for test on Wednesday
Writing - Review writing Topic Sentences
Tuesday, September 30
SATP Practice (material covers review for test on Friday)
Skills that will be reviewed:Point of view including first person, third
person, third person omniscient, third person limited, third person
objective. Conflict including: internal, external, kinds of conflict,
Climax, Resolution, Theme, stated theme, implied theme, setting,
characterization": direct characterization, ways to develop
characterization - character's words, through character's thoughts, through
character's actions, through other character's words; round characters, flat
characters, protagonists, antagonists,irony: situational irony, verbal
irony,
dramatic irony
Homework - study for vocabulary test
Wednesday, October 1
Vocabulary Test
After test, students are to work on their SATP work
Homework - study for test on Friday
Thursday -October 2
Review SATP book; review for test on Friday
Homework: Study for literature test
Sepember 22-26
Monday - September 22
Vocabulary - Review for test on Tuesday
Homework - study for test
Tuesday, September 23
Vocabulary : Test
After test pick up packet 3 and begin working
Skills in packet 3: amicus family, greg family, Pathos
family, Fid family, victory clusters, agony of defeat
clusters, stubborn clusters, secret clusters
Packet continues practicing odd words out and
relationships
between pairs of words
Homework
Vocabulary: work pages 1,2
Grammar: work on notebook
Literature Read "Book of Sand"
Wednesday, September 24
Vocabulary - go over packet 3
Literature - Go over "Book of Sand" Skills finding details,
Foreshadowing
Making predictions, Resolution, Paradox
Grammar - Work on notebook
Homework
Vocabulary - complete pages 3 and 4 of packet 3
Literature - Read "Everyday Use"
Thursday, September 25
Vocabulary - review pages 3, 4
Literature - Discuss Everyday use: focus on comparing and contrasting,
conflict, flashback, drawing conclusions, irony
Homework
Vocabulary - complet packet
Friday, September 26
Vocabulary - review packet 3 stressing how to study each component of the
packet
Literature - Review all literary terms that will be tested on Friday,Oct 3
September 15-19
Monday, September 15
Vocabulary: Remind students about test next Tuesday
Writing: Review Rules for finding the Topic Sentence
Practice writing a topic sentence
Practice finding topic sentences
Practice determining a topic sentence by looking at a list
of supporting details
Homework
Vocabulary Study for test packet 2
Grammar: Review semicolon and colon; be working on notebook
Writing: Complete worksheets on finding and writing topic senences
Tuesday, September 16
Vocabulary: Ask if any questions about packet; remind students of how test
will be set up
Literarute Read "The Cold Equations" Complete packet
Key issues: Settiing, making inferences, development of
suspense, identifying cause and effect, determining author's
purpose, metaphor, allusion, simile, theme, plot,
speculating, personification, character development,
connotation and denotation
Homework: Vocabulary - review for test
Grammar - work on finding examples of rules for notebook
Literature - complete the reading passage and worksheet
Wednesday, September 17
Vocabulary: Remind to study for test on Tuesday
Literature Go over story; discuss questions
Homework: Vocabulary - study for test next Tuesday
Grammar - work on grammar rules examples for notebook
Literature - review worksheets; if you did not complete worksheet
for today, do so for tomorrow
Thursday: September 18
Vocabulary - remind to study - any questions
Grammar - remind about notebook check
Literature - complete discussion of story
Homework: Vocabulary - study fo test packet 2
Grammar - work on notebook
Literature read "The Bass, the River, and Sheila Mant" answer
packet of questions
Friday, September 19
Vocabulary: remind students to study for test
Grammar work on notebook
Literature: disuss "The Bass...Sheila Mant: Key points covered:
Conflict, cause and effect, idioms, making inferences,
internal conflict, character development, analyzing
character's actions, irony, verbal irony, dramatic
irony, situational irony, external conflict, and
imagery
Homework Vocabulary - study for test
Grammary - work on notebook
September 8 - 12
Monday - September 8
Vocabulary: Context Clues; Using reversal words such as although, but,
however, yet, etc.
Prefixes: e, a, an, re, un, ab
Practice odd word out - find the word that doesn't fit in a
list of four words
Grammar: Write semicolon rules and begin finding newspaper/magazine examples
Writing : none
Homework: Vocabulary - Quiz on pages 1-8 of packet 2 (open note quiz)
Grammar - Learn semicolon rules
Tuesday: September 9
Vocabulary: quiz on page 1-8
Grammar: semicolon worksheet
Homework:
Vocabulary work pages 7-8 in vocabulary packet prefixes luc/lumen;
acri/acer; flu
Odd Word Out Practice
Grammar: complete semicolon worksheet
Writing: none
Wednesday, September 10
Vocabulary: Go over pages 7-8
Talk about relationships with words: Students will work on
relationships of words. A pair of words will be given to
students; they must determine if the words are synonyms,
antonyms, or unrelated. Model first two pairs to show how to
think through this process
Students will look at groups of words that fit into Relief
Clusters - alleviate, mitigate, etc. and Commonplace Clusters -
trite, banal, etc
Grammar: Colon rules and worksheet: Students are to write the rules in
their notebook and work typed worksheet on colons
Writing: Talk about evaluating and revising a paragraph
Homework:
Vocabulary: Complete pages 9-10; review clusters
Grammar: Colon worksheet
Thursday, September 11
Vocabulary: Go over pages 9-10 check for understanding of new words
Discuss introduction clusters - preamble, prologue, overture
etc. Discuss temporary clusters - momentary, ephemeral,
transient, etc. Discuss hasty clusters - impetuous, rash, etc.
Model completing odd word out and model determining
relationships between words
Grammar: Continue practice with colons
Homework: Complete Vocabulary packet 2 - pages 11-13
Grammar: Colon worksheet
Friday, September 12
Vocabulay: go over pages 11-13; check for understanding
Grammar: Discuss ways to organize paragraphs. Spatial, chronological,
order of importance, etc.
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
