Ms. Hereford TeacherWeb Update English I and II Standards and Objectives for first Nine Weeks

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small medium large Ms. Hereford’s Lesson Planning Reports for English I and II Lesson Planning Report for English 1 Lesson Planning Report for English 1 Standards: READING * Comprehends and Constructs meaning from written, heard, and viewed text by gaining a literal understanding, interpreting, analyzing, and evaluating of Collections 10 and 11 in The Elements of Literature text. * Reads short stories within Collections 10-11 * Reads nonfiction such as essays, speeches, newspapers, periodicals, autobiographies, biographies draws inferences from selected passages * determines the meaning of the word in context pinpoints cause and effect relationships using a graphic organizer differentiates among verbal, dramatic, and situational irony identify an author's point of view (1st person, 3rd person limited, 3rd person omniscient) discerns an implied main idea from a passage identifies how the author reveals character (what the author tells us, what other characters say about him/her, what the character does, what the character says, what the character thinks), and selects the correct paraphrase of a given passage Collection 10: Meredith Scwartz “Penelope to Ulysses”, Millay’s “An Ancient Gesture”, Cavafy “Ithaka”, Kazantzakis “The Sea Call”, Stone’s “Where I find my Heroes”, and “The Fenris Wolf” Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear Juliet” End of Course Writing Objectives: Reading: Identifies Similes, metaphors, onomatopoeia, alliteration, and personification in poetry Distinguishes between facts and opinions Draws inferences from selected passages * determines the meaning of the word in context pinpoints cause and effect relationships using a graphic organizer differentiates among verbal, dramatic, and situational irony identify an author's point of view (1st person, 3rd person limited, 3rd person omniscient) discerns an implied main idea from a passage identifies how the author reveals character (what the author tells us, what other characters say about him/her, what the character does, what the character says, what the character thinks), and selects the correct paraphrase of a given passage WRITING: Recognize correct subject verb agreement with confusing intervening elements within a writing sample Corrects Run on sentences by using a comma and coordinating conjunction, subordinate conjunction, or semicolon within a writing sample Determine the writer's purpose (narration, description, persuasion, exposition, and personal creative expression) * Evaluates the relevance of supporting sentences by deleting an irrelevant sentence in a passage * Selects the appropriate transitional word to connect sentences within a paragraph Selects a vivid word to strengthen a description (verb, Adjective, adverb) within a writing sample Determines the most effective order of sentences within a paragraph Select the correct pronoun case usage in a sentence (between "you" and "me") Select from the following pairs of word for the sense of the sentence: stationary and stationery, complement and compliment, principle and principal, accept and except, capitol and capital, affect and effect, where and were, to and too * Recognizes the correct places of end marks with quotation marks Recognize the correct usage of quotation marks in direct and indirect quotations Writes a personal narrative five paragraph essay explaining three reasons and supporting why a college should select them into his or institution. VIEWING and REPRESENTING * Select the type of conflict represented in a non-print medium, determine which statement presents an opposing view, and selects the appropriate persuasive device in a given ad (testimonial, bandwagon, loaded words, and misuse of statistics Speaking and Listening * Determines the appropriate preparation (length and timing, rate of speech, visual aids, diction) for an oral presentation to a specified audience or a special interest group. We will work through the Gateway Objective book which has the exact same indicators for the End of Course Test. Assessment Strategies: End of Course Notebooks, English I Notebooks that consist of notes, quizzes, tests, and homework, quizzes, tests, individual poems, literature responses, essays, KWL Charts, “I learned statements”, oral presentations, and book response journals, essays, cooperative learning groups Teaching Strategies: Reading aloud in class, taking notes on the literature from the projector and power point presentations, review games, increasing accountable talk in the classroom, improve students writing, essay rubrics, continuing to discuss and do activities from the word wall which center on “End of Course” and Gateway Objectives, Bell work, handouts, and visual aids such as movies or commercials when teaching the different propaganda techniques Lesson Planning Report for English 11(We will work strictly on Gateway Objectives for the Nine Weeks) Standards: READING * draws inferences from selected passages * determines the meaning of the word in context pinpoints cause and effect relationships using a graphic organizer differentiates among verbal, dramatic, and situational irony identify an author's point of view (1st person, 3rd person limited, 3rd person omniscient) discerns an implied main idea from a passage identifies how the author reveals character (what the author tells us, what other characters say about him/her, what the character does, what the character says, what the character thinks), and selects the correct paraphrase of a given passage Distinguish between fact and opinion Identify simile, metaphor, onomatopoeia, alliteration, or personification in poetry WRITING: Recognize correct subject verb agreement with confusing intervening elements within a writing sample Corrects Run on sentences by using a comma and coordinating conjunction, subordinate conjunction, or semicolon within a writing sample Determine the writer's purpose (narration, description, persuasion, exposition, and personal creative expression) * Evaluates the relevance of supporting sentences by deleting an irrelevant sentence in a passage * Selects the appropriate transitional word to connect sentences within a paragraph Selects a vivid word to strengthen a description (verb, Adjective, adverb) within a writing sample Determines the most effective order of sentences within a paragraph Select the correct pronoun case usage in a sentence (between "you" and "me") Select from the following pairs of word for the sense of the sentence: stationary and stationery, complement and compliment, principle and principal, accept and except, capitol and capital, affect and effect, where and were, to and too * Recognizes the correct places of end marks with quotation marks Recognize the correct usage of quotation marks in direct and indirect quotations ESSAY: Writes a personal narrative five paragraph essay explaining three reasons and supporting why a college should select them into his or institution. * Develops and organizes ideas in a logical sequence appropriate to the final written product: prewrite/develops, drafts/organizes, revises, publishes. VIEWING and REPRESENTING * Select the type of conflict represented in a non-print medium, determine which statement presents an opposing view, and selects the appropriate persuasive device in a given ad (testimonial, bandwagon, loaded words, and misuse of statistics Speaking and Listening * Determines the appropriate preparation (length and timing, rate of speech, visual aids, diction) for an oral presentation to a specified audience or a special interest group. Assessment Strategies: End of Course Notebooks, English I Notebooks that consist of notes, quizzes, tests, and homework, quizzes, tests, individual poems, literature responses, essays, KWL Charts, “I learned statements”, oral presentations, and book response journals Teaching Strategies: Reading aloud in class, taking notes on the literature from the projector and power point presentations, review games, increasing accountable talk in the classroom, improve students writing, essay rubrics, continuing to discuss and do activities from the word wall which center on “End of Course” and Gateway Objectives, Bell work, handouts, visual aids such as movies or commercials when teaching the different propaganda techniques. English 1 Syllabus Elements of Literature Book: Collection 10: Meredith Scwartz “Penelope to Ulysses”, Millay’s “An Ancient Gesture”, Cavafy “Ithaka”, Kazantzakis “The Sea Call”, Stone’s “Where I find my Heroes”, and “The Fenris Wolf” Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear Juliet” Gateway Objective Work Book: (Pretest)-Evaluation Ch. 1 Vocabulary: Lesson 1-Words, Roots, and Suffixes Lesson 2 –Context Clues Lesson 3: Commonly confused and unfamiliar Words Lesson 4: Analogies Ch. 1 Review Ch. 2 Reading Comprehension: Lesson 5- Text Organizers Lesson 6- Author’s Point of View and Purpose Lesson 7-Inferences and Conclusions Lesson 8- Predicting Cause and Effect Lesson 9-Fact vs. Opinion Lesson 10- Persuasion Ch. 2 Review Ch. 3 Literary Elements: Lesson 11-Thesis Statement Lesson 12-Main Idea and Supporting Details Lesson 13-Characters Lesson 14- Mood and Tone Lesson 15-Theme Lesson 16-Conflict Lesson 17- Paraphrasing Passages Lesson 18- Similes and Metaphors Lesson 19- Literary Elements Lesson 20- Verbal, Dramatic, and Situational Irony Lesson 21-Media Sources Ch. 3 Review Ch. 4 Grammar and Language: Lesson 22-Punctuation Lesson 23-Pronouns and Subject Verb Agreement Lesson 24- Possessive Nouns Lesson 25-Adjectives and adverbs Lesson 26- Transition words Ch. 4 Review Ch. 5 Writing: Lesson 27-Opening and Concluding Sentences Lesson 28- Combining Sentences and Run On Sentences Lesson 29- Incomplete Sentences Lesson 30- Awkward, Repetitive, and Irrelevant Sentences Lesson 31: Adding and Moving Sentences Lesson 32: Parallelism Lesson 33: Organizing and Critiquing Spoken Text Ch. 5 Review Post Test(Evaluation) English II Syllabus Elements of Literature Book: Collection 10: Meredith Scwartz “Penelope to Ulysses”, Millay’s “An Ancient Gesture”, Cavafy “Ithaka”, Kazantzakis “The Sea Call”, Stone’s “Where I find my Heroes”, and “The Fenris Wolf” Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear Juliet” Gateway Objective Work Book: (Pretest)-Evaluation Ch. 1 Vocabulary: Lesson 1-Words, Roots, and Suffixes Lesson 2 –Context Clues Lesson 3: Commonly confused and unfamiliar Words Lesson 4: Analogies Ch. 1 Review Ch. 2 Reading Comprehension: Lesson 5- Text Organizers Lesson 6- Author’s Point of View and Purpose (Review Packet on Collections 1-6) Lesson 7-Inferences and Conclusions Lesson 8- Predicting Cause and Effect Lesson 9-Fact vs. Opinion Lesson 10- Persuasion Ch. 2 Review Ch. 3 Literary Elements: Lesson 11-Thesis Statement Lesson 12-Main Idea and Supporting Details Lesson 13-Characters Lesson 14- Mood and Tone Lesson 15-Theme Lesson 16-Conflict Lesson 17- Paraphrasing Passages Lesson 18- Similes and Metaphors Lesson 19- Literary Elements Lesson 20- Verbal, Dramatic, and Situational Irony Lesson 21-Media Sources Ch. 3 Review Ch. 4 Grammar and Language: Lesson 22-Punctuation Lesson 23-Pronouns and Subject Verb Agreement Lesson 24- Posessive Nouns Lesson 25-Adjectives and adverbs Lesson 26- Transition words Ch. 4 Review Ch. 5 Writing: Lesson 27-Opening and Concluding Sentences Lesson 28- Combining Sentences and Run On Sentences Lesson 29- Incomplete Sentences Lesson 30- Awkward, Repetitive, and Irrelevant Sentences Lesson 31: Adding and Moving Sentences Lesson 32: Parallelism Lesson 33: Organizing and Critiquing Spoken Text Ch. 5 Review Post Test (Evaluation)
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Update English I and II Standards and Objectives for first Nine Weeks

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