Tuesday, September 8, 2015 - National Literacy Day
1. Welcome to English 11 Honors - Attendance - Students will choose their own seats as they enter the classroom. While I take attendance, students will begin working on a quick interest survey of crazy, random questions to turn in by the end of the block.
2. Introductions - Using my name plate as an example, students will create their own to learn the names of the people in their group. In turn, each person will introduce themselves to the class by name and the name of their favorite book and/or movie.
3. English Trivia Crack Challenge - In small groups, students will try to answer as many questions as possible in the time allotted. Define trivia and how each question relates to the skills and topics taught in English class.
4. Class Expectations & Course Overview - Students will receive a copy of the Class Expectations sheet, and I will highlight the main points and answer questions. Review class website: www.landstownclay.weebly.com
5. Introduction to Edmodo - Students will join the English 11 Honors class website, respond to the poll question, and complete their brief introductions to the class.
6. Exit Ticket - Students will finish their responses to the Crazy, Random Questions. Before turning it in, each student will add at least one question on a post-it note for the class to answer on Thursday.
Homework: Read, sign, and return the class expectations sheet. Complete Edmodo post and poll.
1. Welcome to English 11 Honors - Attendance - Students will choose their own seats as they enter the classroom. While I take attendance, students will begin working on a quick interest survey of crazy, random questions to turn in by the end of the block.
2. Introductions - Using my name plate as an example, students will create their own to learn the names of the people in their group. In turn, each person will introduce themselves to the class by name and the name of their favorite book and/or movie.
3. English Trivia Crack Challenge - In small groups, students will try to answer as many questions as possible in the time allotted. Define trivia and how each question relates to the skills and topics taught in English class.
4. Class Expectations & Course Overview - Students will receive a copy of the Class Expectations sheet, and I will highlight the main points and answer questions. Review class website: www.landstownclay.weebly.com
5. Introduction to Edmodo - Students will join the English 11 Honors class website, respond to the poll question, and complete their brief introductions to the class.
6. Exit Ticket - Students will finish their responses to the Crazy, Random Questions. Before turning it in, each student will add at least one question on a post-it note for the class to answer on Thursday.
Homework: Read, sign, and return the class expectations sheet. Complete Edmodo post and poll.
english_11_class_expectations_clay_2015-2016.docx | |
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crazy_random_questions.docx | |
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edmodo_newsletter_clay.docx | |
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Thursday, September 10, 2015
1. Welcome, Attendance - Upon entry, students will pick up name plates and sit in the same seats as Tuesday. While I take attendance, students will turn in signed class expectations sheets for homework points. 2A students will turn in signed homeroom materials for a REPRIEVE pass.
2. Edmodo Update - I will share data collected and exemplar responses from Tuesday's Edmodo assignment. Students will share any problems they encountered - in writing.
3. Grammar Mistakes to Avoid - Using Cornell Notes format, students will begin reviewing common grammar mistakes. In the summary section, students will include commentary of which of these mistakes they typically make and how to remember the correct usage.
4. Characterization - What can you tell about a person by the way they talk? After a brief discussion, students will view a 3-minute Ted Talk of a woman demonstrating 3 ways to speak English. https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english?language=en Students will share reactions to the clip. In the story we will be studying over the course of the next three blocks - "Recitatif" by Toni Morrison, students will need to pay careful attention to the way the characters speak - as well as the way they are described by the author.
5. Annotating Literature - I will review with students the benefits of annotating with post-it notes and colorful pens/pencils as they read literature. As they read, students will make annotations on the characters of Roberta and Twyla in order to determine the race of each person. Using post-it notes, students will look for clues/evidence in Toni Morrison's writing. During class on Monday, students will discuss the most compelling evidence that they find that supports which character is white and which is black.
Homework: Finish reading and annotating "Recitatif" to prepare for discussion/debate on Monday. Administrative assembly is scheduled for Monday - Ask me about the modified lunch schedule.
1. Welcome, Attendance - Upon entry, students will pick up name plates and sit in the same seats as Tuesday. While I take attendance, students will turn in signed class expectations sheets for homework points. 2A students will turn in signed homeroom materials for a REPRIEVE pass.
2. Edmodo Update - I will share data collected and exemplar responses from Tuesday's Edmodo assignment. Students will share any problems they encountered - in writing.
3. Grammar Mistakes to Avoid - Using Cornell Notes format, students will begin reviewing common grammar mistakes. In the summary section, students will include commentary of which of these mistakes they typically make and how to remember the correct usage.
4. Characterization - What can you tell about a person by the way they talk? After a brief discussion, students will view a 3-minute Ted Talk of a woman demonstrating 3 ways to speak English. https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english?language=en Students will share reactions to the clip. In the story we will be studying over the course of the next three blocks - "Recitatif" by Toni Morrison, students will need to pay careful attention to the way the characters speak - as well as the way they are described by the author.
5. Annotating Literature - I will review with students the benefits of annotating with post-it notes and colorful pens/pencils as they read literature. As they read, students will make annotations on the characters of Roberta and Twyla in order to determine the race of each person. Using post-it notes, students will look for clues/evidence in Toni Morrison's writing. During class on Monday, students will discuss the most compelling evidence that they find that supports which character is white and which is black.
Homework: Finish reading and annotating "Recitatif" to prepare for discussion/debate on Monday. Administrative assembly is scheduled for Monday - Ask me about the modified lunch schedule.
cornell_notes_-_grammar_mistakes_to_avoid.docx | |
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recitatif_slides.pdf | |
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what_is_recitatif_about.docx | |
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morrison_recitatif.doc.pdf | |
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Monday, September 14, 2015
1. Attendance
2. Administrative Orientation in the Auditorium
3. In small groups, students will discuss their opinions on Toni Morrison's short story, "Recitatif." They will discuss who is the protagonist and the antagonist as well as the racial identity of each character. Is there clear evidence or just supposition or stereotyping of race?
4. Students will then move to one side of the classroom to show their opinion on racial identity. With those new groups, they will make a list of the 10 most compelling reasons why Twyla/Roberta is black/white. After 8-10 minutes, students will circulate around the room to view graphic organizers detailing similar & opposing arguments. At that point, students may change their minds based on the suppositions and textual evidence given.
5. Persuasive Writing - Students will draft a persuasive essay (multi-paragraph) which addresses the topic of racial identity in "Recitatif."
Homework: Bring rough draft of "Recitatif" essay to class on Wednesday.
1. Attendance
2. Administrative Orientation in the Auditorium
3. In small groups, students will discuss their opinions on Toni Morrison's short story, "Recitatif." They will discuss who is the protagonist and the antagonist as well as the racial identity of each character. Is there clear evidence or just supposition or stereotyping of race?
4. Students will then move to one side of the classroom to show their opinion on racial identity. With those new groups, they will make a list of the 10 most compelling reasons why Twyla/Roberta is black/white. After 8-10 minutes, students will circulate around the room to view graphic organizers detailing similar & opposing arguments. At that point, students may change their minds based on the suppositions and textual evidence given.
5. Persuasive Writing - Students will draft a persuasive essay (multi-paragraph) which addresses the topic of racial identity in "Recitatif."
Homework: Bring rough draft of "Recitatif" essay to class on Wednesday.
Wednesday, September 16, 2015
1. Welcome, Attendance - I will return signed class expectations sheets. Students will create a Table of Contents page for their English notebooks in order to keep track of all assignments.
2. Grammar Mistakes to Avoid - Using Cornell Notes format, students will continue reviewing common grammar mistakes. In the summary section, students will include commentary of which of these mistakes they typically make and how to remember the correct usage.
3. Evaluation of Rough Draft - Literary Analysis of Racial Identity in Toni Morrison's short story "Recitatif." Given a short list of questions, students will review another student's paper, complete a quick evaluation of it, and return it to the writer. Next, students will read peer comments and add their own prior to turning in their papers for teacher evaluation. Students will turn in their annotated copies of the story.
4. Introduction to The American Dream - Students will brainstorm various places, people, symbols and concepts which are associated with the word "America." What is the American Dream and how has its meaning evolved since 1776?
5. American Dream Poetry - Students will read several poems about America and answer literary analysis questions to prepare for class discussion on Friday.
Homework: Complete Introduction to The American Dream questions for class discussion on Friday. Extra Credit is due Thursday, September 24th.
1. Welcome, Attendance - I will return signed class expectations sheets. Students will create a Table of Contents page for their English notebooks in order to keep track of all assignments.
2. Grammar Mistakes to Avoid - Using Cornell Notes format, students will continue reviewing common grammar mistakes. In the summary section, students will include commentary of which of these mistakes they typically make and how to remember the correct usage.
3. Evaluation of Rough Draft - Literary Analysis of Racial Identity in Toni Morrison's short story "Recitatif." Given a short list of questions, students will review another student's paper, complete a quick evaluation of it, and return it to the writer. Next, students will read peer comments and add their own prior to turning in their papers for teacher evaluation. Students will turn in their annotated copies of the story.
4. Introduction to The American Dream - Students will brainstorm various places, people, symbols and concepts which are associated with the word "America." What is the American Dream and how has its meaning evolved since 1776?
5. American Dream Poetry - Students will read several poems about America and answer literary analysis questions to prepare for class discussion on Friday.
Homework: Complete Introduction to The American Dream questions for class discussion on Friday. Extra Credit is due Thursday, September 24th.
english_11_honors_table_of_contents.docx | |
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cornell_notes_-_grammar_mistakes_to_avoid.docx | |
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personal_peer_and_teacher_evaluation_of_recitatif_essay.docx | |
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the_american_dream_-_introduction_clay.docx | |
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Friday, September 18, 2015
1. Welcome, Attendance
2. Introduction to NoRedInk. Students will log in and take a pretest on various grammar, usage, and mechanics skills.
3. Introduction to The American Dream - Students will brainstorm various places, people, symbols and concepts which are associated with the word "America." What is the American Dream and how has its meaning evolved since 1776?
4. American Dream Poetry Set #1 - Students will read/listen to several poems/songs about America and answer literary analysis questions as a whole class. For homework, students will read several more poems, choosing one to annotate and analyze.
Homework: Read American Dream Poetry Set #1 and answer literary analysis questions. Remember, extra credit is due Thursday, September 24th.
1. Welcome, Attendance
2. Introduction to NoRedInk. Students will log in and take a pretest on various grammar, usage, and mechanics skills.
3. Introduction to The American Dream - Students will brainstorm various places, people, symbols and concepts which are associated with the word "America." What is the American Dream and how has its meaning evolved since 1776?
4. American Dream Poetry Set #1 - Students will read/listen to several poems/songs about America and answer literary analysis questions as a whole class. For homework, students will read several more poems, choosing one to annotate and analyze.
Homework: Read American Dream Poetry Set #1 and answer literary analysis questions. Remember, extra credit is due Thursday, September 24th.
americaandamericandreamlyrics.doc | |
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Tuesday, September 22, 2015
1. Welcome, Attendance
2. American Dream Poetry Set #1 - Students will discuss answers to literary analysis questions about "I Hear America Singing" by Walt Whitman and "I, Too, Sing America" by Langston Hughes. Segue into American Dream Poetry Set #2. Students will read all poems and CHOOSE ONE to analyze for homework.
3. VBCPS District Assessment - Grade 11 Writing - Students will move to the computer lab for the Writing Pre-Assessment. Once there, they will log-in to SchoolNet and enter the passcode for the Grade 11 Writing Test: 30080. The test number is 27644.
4. Independent Work - After completing the Writing Pre-Assessment, students may work on the American Dream Poetry Set #2 assignment or the NoRedInk Diagnostic.
Homework: Read American Dream Poetry Set #2 and answer 4 literary analysis questions. Remember, extra credit is due Thursday, September 24th.
1. Welcome, Attendance
2. American Dream Poetry Set #1 - Students will discuss answers to literary analysis questions about "I Hear America Singing" by Walt Whitman and "I, Too, Sing America" by Langston Hughes. Segue into American Dream Poetry Set #2. Students will read all poems and CHOOSE ONE to analyze for homework.
3. VBCPS District Assessment - Grade 11 Writing - Students will move to the computer lab for the Writing Pre-Assessment. Once there, they will log-in to SchoolNet and enter the passcode for the Grade 11 Writing Test: 30080. The test number is 27644.
4. Independent Work - After completing the Writing Pre-Assessment, students may work on the American Dream Poetry Set #2 assignment or the NoRedInk Diagnostic.
Homework: Read American Dream Poetry Set #2 and answer 4 literary analysis questions. Remember, extra credit is due Thursday, September 24th.
america_and_american_dreams_poems.pdf | |
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poetry_and_the_american_dream.docx | |
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Thursday, September 24, 2015
1. Welcome, Attendance
2. Extra Credit Opportunity - If students chose to interview someone from an older generation, they will turn in interview responses with a short reflection.
3. American Dream Poetry Set #2 - Students will divide into smaller groups according to the poem they chose to analyze for homework. Within the groups, students will share and record ideas about the tone, the audience, the theme, and the connections to the American Dream. Students will turn in their own responses for teacher review.
4. American Dream Poetry - "America" by Claude McKay and "Let America Be America Again: http://www.youtube.com/watch?v=lrqeywXhKfY
Students will make at least 5 annotations within ONE of the poems using a glossary of literary terms and devices. Students will attempt to analyze the EFFECT of the poets using these literary devices. (When the poet creates lines or images with personification, what effect does it have on the reader? How does the symbolism in the poem add to the poet's message or overall theme?)
5. If time, Independent Work - If they did not finish the VBCPS Performance Assessment in class on Tuesday or the NoRedInk Diagnostic on Friday, students should work on the desktop computers in the classroom.
Homework: Complete Edmodo question before class begins on Monday. Finish NoRedInk Diagnostic test before class begins on Monday.
1. Welcome, Attendance
2. Extra Credit Opportunity - If students chose to interview someone from an older generation, they will turn in interview responses with a short reflection.
3. American Dream Poetry Set #2 - Students will divide into smaller groups according to the poem they chose to analyze for homework. Within the groups, students will share and record ideas about the tone, the audience, the theme, and the connections to the American Dream. Students will turn in their own responses for teacher review.
4. American Dream Poetry - "America" by Claude McKay and "Let America Be America Again: http://www.youtube.com/watch?v=lrqeywXhKfY
Students will make at least 5 annotations within ONE of the poems using a glossary of literary terms and devices. Students will attempt to analyze the EFFECT of the poets using these literary devices. (When the poet creates lines or images with personification, what effect does it have on the reader? How does the symbolism in the poem add to the poet's message or overall theme?)
5. If time, Independent Work - If they did not finish the VBCPS Performance Assessment in class on Tuesday or the NoRedInk Diagnostic on Friday, students should work on the desktop computers in the classroom.
Homework: Complete Edmodo question before class begins on Monday. Finish NoRedInk Diagnostic test before class begins on Monday.
american_dream_poetry_graphic.docx | |
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let_america_be_america_again_by_langston_hughes.docx | |
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literary_terms_and_devices_page_1.pdf | |
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literary_terms_and_devices_page_2.pdf | |
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Monday, September 28, 2015
1. Welcome, Attendance
2. NoRedInk Status - Students will view a list of names who have not completed the NoRedInk Diagnostic Test. Students will reflect on strengths and weaknesses in the evaluated areas. Students will set a reasonable goal for the post test taken in early February.
3. Edmodo Responses - Students will review the terms on the neon yellow handout of Literary Terms and Devices and place a small check next to terms they already understand. Students will view several responses submitted on Edmodo to help review two of the terms: metaphor and extended metaphor.
4. SOL Writing Pretest - Given a persuasive writing prompt, students will construct a multi-paragraph essay to show their ability at the beginning of 11th grade.
Homework: Complete SOL Writing Pretest and upload to Edmodo. Extra credit is due by Friday, October 2nd.
1. Welcome, Attendance
2. NoRedInk Status - Students will view a list of names who have not completed the NoRedInk Diagnostic Test. Students will reflect on strengths and weaknesses in the evaluated areas. Students will set a reasonable goal for the post test taken in early February.
3. Edmodo Responses - Students will review the terms on the neon yellow handout of Literary Terms and Devices and place a small check next to terms they already understand. Students will view several responses submitted on Edmodo to help review two of the terms: metaphor and extended metaphor.
4. SOL Writing Pretest - Given a persuasive writing prompt, students will construct a multi-paragraph essay to show their ability at the beginning of 11th grade.
Homework: Complete SOL Writing Pretest and upload to Edmodo. Extra credit is due by Friday, October 2nd.
no_red_ink_status.docx | |
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american_dream_poetry_analysis_examples_on_metaphor.docx | |
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notes_on_metaphor_as_a_literary_device.docx | |
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sol_pretest_-_john_lubbock_quotation_on_character.docx | |
File Size: | 124 kb |
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end_of_course_persuasive_writing_checklist.jpg | |
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Wednesday, September 30, 2015
1. Welcome, Attendance
2. SOL Writing Pretest Status - Students will view the names of students who have (and have not) uploaded their SOL writing pretest to Edmodo. Students will discuss what was difficult about the assignment. Students will compare three opening paragraphs that were submitted and discuss the strengths of each.
3. Introduction to John Steinbeck and Of Mice and Men - Students will evaluate opinion statements on the novel anticipation guide through Edmodo polls.
Students will view a PowerPoint on John Steinbeck and California in the 1920's.
4. Students will sign for novel copies and begin reading Chapter 1 of Of Mice and Men. Students should look for details about characters (appearance, actions, dialogue, strengths, weaknesses, mannerisms, habits/quirks/idiosyncrasies, and relationships to others) and mark them with Post-it note annotations.
Homework: For Friday, finish reading Chapter 1 and make 10+ annotations on the characters of George and Lennie. If you have not finished your VBCPS District Writing Pre-Assessment in SchoolNet, please do so before Tuesday, October 6th. (Don't forget: Extra credit is due by Friday, October 2nd.)
1. Welcome, Attendance
2. SOL Writing Pretest Status - Students will view the names of students who have (and have not) uploaded their SOL writing pretest to Edmodo. Students will discuss what was difficult about the assignment. Students will compare three opening paragraphs that were submitted and discuss the strengths of each.
3. Introduction to John Steinbeck and Of Mice and Men - Students will evaluate opinion statements on the novel anticipation guide through Edmodo polls.
Students will view a PowerPoint on John Steinbeck and California in the 1920's.
4. Students will sign for novel copies and begin reading Chapter 1 of Of Mice and Men. Students should look for details about characters (appearance, actions, dialogue, strengths, weaknesses, mannerisms, habits/quirks/idiosyncrasies, and relationships to others) and mark them with Post-it note annotations.
Homework: For Friday, finish reading Chapter 1 and make 10+ annotations on the characters of George and Lennie. If you have not finished your VBCPS District Writing Pre-Assessment in SchoolNet, please do so before Tuesday, October 6th. (Don't forget: Extra credit is due by Friday, October 2nd.)
sol_writing_pretest_status.docx | |
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omam_background_info.pdf | |
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of_mice_and_men.pptx | |
File Size: | 385 kb |
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introductory_powerpoint_omam.ppt | |
File Size: | 482 kb |
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omam_map_of_california.png | |
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omam_bookmark_chapter_1.docx | |
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