Students will be MAP Testing for Reading Tues-Fri of this week.
Students who finish early will begin working on the Tone Practice - due Friday. Students who finish the tone practice will continue working on the literary terms chart - due 9/13.
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Monday - August 26, 2019 Standard(s): ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Learning Objective(s): I can understand the difference between mood and tone, and I can identify examples of each in my own writing and in various sample texts. Warm-up: Work Session:
Closing: After today’s notes and practice, how do you rate yourself on the learning objective below? I can understand the difference between mood and tone, and I can identify examples of each in my own writing and in various sample texts. Red, Yellow, or Green Due Dates:
Friday - August 23, 2019 Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension Learning Objective(s): I can identify the three main types of “common sentence problems,” and I can diagnose and correct these problems when they occur in my own writing. Warm-up: Work Session:
Common Sentence Error Notes and Practice activity Lit terms chart Closing: How confident do you feel in identifying common sentence problems? Due Dates: MAP Reading begins next Tues Literature Terms Chart due 9/13 Thursday - August 22, 2019 ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension Learning Objective(s)/”I CAN” Statement(s): I can understand the difference between informal and academic writing, and I can apply the conventions of academic writing in my work. I can identify the three main types of “common sentence problems,” and I can diagnose and correct these problems when they occur in my own writing. Warm-up: Work Session: Closing:
What new terms have you learned since you’ve been working on your literature terms chart? Due Dates:
Wednesday - August 21, 2019 Standard(s): ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension Learning Objective(s): I can understand the difference between informal and academic writing, and I can apply the conventions of academic writing in my work. I can read a text independently and determine its theme, providing textual evidence to support my analysis. Warm-up: Work Session:
Students take a 2 Part Quiz:
Once you finish the quiz, continue working on your literary terms chart. Closing: Be sure to submit your quiz before leaving. Did you feel prepared for your quiz today? How do you feel you performed? Due Dates:
Tuesday - August 20, 2019 Standard(s): ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension Learning Objective(s): I can understand the difference between informal and academic writing, and I can apply the conventions of academic writing in my work. Warm-up: "Abandoned Farmhouse" Read-aloud Work Session: Students read, annotate, and analyze Ted Kooser’s “Abandoned Farmhouse” Identify theme and other literary elements using lit terms chart… or we provide guided questions Closing:
Review the learning objective below: I can understand the difference between informal and academic writing, and I can apply the conventions of academic writing in my work. After taking notes today, what aspects of academic writing do you feel you’ve mastered? What are the challenges you need to conquer moving forward? Due Dates:
Work Session:
Do’s and Don’ts of academic writing presentation and notes Closing: Review the learning objective below: I can understand the difference between informal and academic writing, and I can apply the conventions of academic writing in my work. After taking notes today, what aspects of academic writing do you feel you’ve mastered? What are the challenges you need to conquer moving forward? Due Dates:
Friday - August 16, 2019 Standard(s): ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) Learning Objective(s): I can use age-appropriate writing conventions and sentence structure when constructing a 1-2 paragraph analysis of a piece of literature. Warm-up: SSR - 10-15 minutes Work Session:
Students continue working on summer reading (due @ end of class). Students continue working on literary elements chart Closing: Review the standard below: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Do you feel confident that you strengthened your writing or at least understand how to strengthen your writing for your summer reading assignment? Due Dates: Summer Reading Due today @ the end of class! Quiz Wednesday on Theme & Complete Sentences Journal Check Thur 8/22 Thursday - August 15, 2019 Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learning Objective(s): I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can define, understand, and provide examples of literary terms in my writing and speaking. Warm-up: Work Session:
Mini lesson & notes on The Complete Sentence Practice activity on complete sentences Continue working on Literary Elements chart Closing: Review the learning objective below: I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Based on our review of complete sentences, how many of you feel that the statement above is true? How many of you feel that you had forgotten some of the things we learned today? Due Dates: Summer Reading is due at the end of class tomorrow! Quiz on Theme and Complete Sentences next Wed Journal Check #1 on Thur 8/22 Wednesday - August 14, 2019 Standard(s): ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learning Objective(s): I can define, understand, and provide examples of literary terms in my writing and speaking. Warm-up: Work Session:
Introduce Literary Elements Students work on Literary elements chart Closing: Read the “I can” statement below: I can define, understand, and provide examples of literary terms in my writing and speaking. Using the green/yellow/red color metric, do you feel the above statement is true? Share some examples of terms with which you were familiar and unfamiliar. Due Dates: Summer Reading due August 16th (end of class). |
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