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Honors English 9A Daily Agenda

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Honors English 9A Daily Agenda

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  1. Honors English 9A Daily Agenda 2014-2015 School Year| Trimester 1| Ms. Topp

  2. Tuesday, 09.02.2014 Daily Agenda Learning Targets • Name Tags • KP Pep Talk • Syllabus- Student/Parent sign page due FRIDAY! COMING UP: Ideal Classroom Independent Reading Overview • I can… • Follow simple directions 

  3. Name Tags FAV FOOD FAV MOVIE/TV SHOW NAME (IN FAV COLOR) SOMETHING I LIKEHOW I SPEND MY TO DOTIME OUTSIDE OF SCHOOL

  4. Wednesday, 09.03.2014 Daily Agenda Learning Targets • Student Information Form • Introductions • Questions? • Independent Reading Overview • Ideal Classroom #1 COMING UP: Independent Reading Proposal • I can… • Share relevant information about myself • Collaborate with my peers and teacher to create classroom expectations and goals

  5. What does your IDEAL CLASSROOM… • LOOK like? • FEEL like? • SOUND like? • SMELL like? • TASTE like? Think about HOW you would use your FIVE SENSES in your IDEAL CLASSROOM.

  6. Thursday, 09.04.2014 Daily Agenda Learning Targets • Questions? • Ideal Classroom #2 • Independent Reading Proposal- Due TOMORROW! COMING UP: Independent Reading Proposal & Student/Parent Syllabus sign page DUE TOMORROW! • I can… • Collaborate with my peers and teacher to create classroom expectations and goals

  7. Things to DISCUSS • What are your thoughts, feelings, and guidelines for… • GROUP WORK • CLASSROOM ENVIRONMENT/CLIMATE • TIMELINESS/TIME IN CLASS • WORK TIME • CELL PHONES • MY ROLE • MS. TOPP’S ROLE

  8. Friday, 09.05.2014 Daily Agenda Learning Targets • Hand In- IR Proposal & Syllabus • Announcements • Ideal Classroom #3 • Ms. Topp Introduction/ Ms. Topp Answers • First Week Questions/Reflections COMING UP: Notebook/Portfolio Set-Up IR Book Check-out • I can… • Collaborate with my peers and teacher to create classroom expectations and goals

  9. Monday’s Tasks • Notebook Set-Up • Portfolio Set-up • Book Check-out • Check-outs from IMC (limited copies) • Bring book from home • Being Independent Reading • Hand in IR Proposal on Tuesday • Attendance end of Hour, TOO!

  10. So Far, I am missing… Parent- Sign Page Independent Reading Proposal • Suza A. • Alex A. • Carter N. • Carter N. • Rylee T. Computer Log-in Issues?

  11. Monday, 09.08.2014 Daily Agenda Learning Targets • Seating Chart? • Notebook Set-Up • Portfolio Set-up • Ideal Classroom #4 • Independent Reading Book Check-out COMING UP: Reading Efficiency #1 • I can… • Be organized and prepared for class by establishing my notebook and writing portfolio • Collaborate with my peers and teacher to create classroom expectations and goals

  12. Notebook/Portfolio Set up NOTEBOOK SET UP PORTFOLIO SET UP • Take 3 post-its or tab dividers EACH ONE SHOULD BE A DIFFERENT COLOR • COLOR 1:READING LOG • COLOR 2: ASSIGNMENTS • COLOR 3: NOTES • You will use these like “tabs” for our sections • Divide your notebook into 3 EQUAL SECTIONS • Take ONE FILE FOLDER AND ONE LABEL • Write YOUR NAME and CLASS PERIOD on the label • Put the label on the top of your file folder • Hand in to Ms. Topp

  13. Tuesday, 09.09.2014 Daily Agenda Learning Targets • Hand in IR proposal • Announcements/Logistics • Final Ideal Classroom Discussion • Reading Efficiency #1 COMING UP: Plagiarism Web Quest Independent Reading • I can… • Collaborate with my peers and teacher to create classroom expectations and goals • Utilize my reading and comprehension skills to improve my Reading Efficiency

  14. Announcements/Logistics • Website • Class Crate • Hand-in Bin • Ms. Topp Wall • Bathroom Passes • Tardies/Absences • Learning Targets • Lunch Schedule (4th Hour)

  15. Wednesday, 09.10.2014 Daily Agenda Learning Targets • Ms. Topp’s thoughts on the Magcon Boys • Plagiarism Web Quest • Independent Reading COMING UP: DWA Writing Assessment • I can… • Identify the components and follow BHS’ Academic Honesty Polic • Read and analyze a book of my choice for my own enjoyment

  16. The Magcon Boys I DON’T GETTHEM!

  17. Thursday, 09.11.2014 Daily Agenda Learning Targets • DWA Writing Assessment COMING UP: DWA Writing Assessment • I can… • Understand that writing prompts can and should be broken into parts to ensure the response is thorough and on topic. • Write an essay with a clear beginning, a developed middle with adequate elaboration, and a logical conclusion.

  18. Friday, 09.12.2014 Daily Agenda Learning Targets • DWA Writing Assessment • Independent Reading • Ms. Topp Check Book Choices • Missing Work COMING UP: Short Stories Unit: Elements of Plot • I can… • Understand that writing prompts can and should be broken into parts to ensure the response is thorough and on topic. • Write an essay with a clear beginning, a developed middle with adequate elaboration, and a logical conclusion.

  19. Monday, 09.15.2014 Daily Agenda Learning Targets LONG PEP FEST SCHEDULE • Introduction to Elements of Plot • Elements of Fiction • Types of Conflict • Setting • “The Sniper” Background COMING UP: “The Sniper” and Elements of Plot • I can… • Identify the elements of plot and types of conflicts within the story structure

  20. Tuesday, 09.16.2014 Daily Agenda Learning Targets • “The Sniper” (Page 262) • Elements of Fiction- Point of View • HAND IN PACKET TOMORROW! COMING UP: Reading Efficiency #2 Independent Reading • I can… • Identify the elements of plot and apply them to the short story “The Sniper”

  21. Wednesday, 09.17.2014 Daily Agenda Learning Targets • TOMORROW Announcements • “The Sniper” (Page 262) • Elements of Fiction- Theme • HAND IN PACKET! • Reading Efficiency #2 • Review/Discussion • Independent Reading COMING UP: Gates Reading Test “The Sniper” Partner Activity • I can… • Identify the elements of plot and apply them to the short story “The Sniper” • Utilize my reading and comprehension skills to improve my Reading Efficiency • Read and analyze a book of my choice for my own enjoyment

  22. Thursday, 09.18.2014 Daily Agenda Learning Targets • Ms. Topp is GONE! • Gates Test (35 Minutes Timed) • Begin “The Sniper” Partner Activity COMING UP: Elements of Plot Review Independent Reading • I can… • Identify the elements of plot and apply them to the short story “The Sniper” • Utilize my reading and comprehension skills to improve my Reading Efficiency

  23. Friday, 09.19.2014 Daily Agenda Learning Targets LONG PEP FEST • Review Reading Efficiency #2 • View “The Sniper” • Finish “The Sniper” Partner Activity COMING UP: “The Most Dangerous Game” • I can… • Identify the elements of plot and apply them to the short story “The Sniper” • Read and analyze a book of my choice for my own enjoyment

  24. Monday, 09.22.2014 Daily Agenda Learning Targets • Finish Ms. Topp Answers • Best Villain Journal/Discussion • Introduction to Foreshadowing • Begin MDG (Page 17) COMING UP: Foreshadowing and MDG • I can… • Identify the elements of plot in “The Most Dangerous Game” • Analyze the plot in order to gather textual evidence that demonstrates where and how the author creates tension and suspense

  25. The Best Villain… • Think about the BEST VILLAIN you know… Perhaps they’re from a movie, book, comic, or your own life. In your assignment section of your notebook, answer the following questions: • Who are they? Where are they from? • What do they look like? • What do they do as the villain? What is their purpose? • What qualities do they possess that makes them a good villain? • Pick one quality that you will share with the class.

  26. Tuesday, 09.23.2014 Daily Agenda Learning Targets • Elements of Fiction • Mood • Tone • Suspense • Continue MDG • Elements of Plot/Foreshadowing Notes COMING UP: Reading Efficiency #3 Independent Reading • I can… • Identify the elements of plot in “The Most Dangerous Game” • Analyze the plot in order to gather textual evidence that demonstrates where and how the author creates tension and suspense

  27. Wednesday, 09.24.2014 Daily Agenda Learning Targets • Reading Efficiency #3 • READ ONCE! RECORD TIME! ANSWER QUESTIONS! • Review/Discussion • Independent Reading COMING UP: More MDG • I can… • Utilize my reading and comprehension skills to improve my Reading Efficiency • Read and analyze a book of my choice for my own enjoyment

  28. Thursday, 09.25.2014 Daily Agenda Learning Targets • Finish MDG • Elements of Fiction- Characters • Complete MDG/Foreshadowing Worksheet- HAND IN! COMING UP: MDG & Film Compare and Contrast Independent Reading • I can… • Identify the elements of plot in “The Most Dangerous Game” • Analyze the plot in order to gather textual evidence that demonstrates where and how the author creates tension and suspense

  29. Friday, 09.26.2014 Daily Agenda Learning Targets • MDG/Hunger Games Compare & Contrast • HAND IN MDG Worksheet • Ms. Topp Answers • Independent Reading COMING UP: MDG On-Demand Writing • I can… • Compare and Contrast literary elements in film and story • Read and analyze a book of my choice for my own enjoyment

  30. Most Dangerous Hunger Games • In the assignment section of your notebook, Compare and Contrast “The Most Dangerous Game” and Hunger Games. Pay particular attention to: • How people are selected for the games? • What is the unfair advantage to those running the games? • GZ to Rainsford • Capital to Tributes • Tribute to Tributes • What elements are similar? • What elements are very different?

  31. Ms. Topp Answers • How tall are you? • How old are you? • Do you have a boyfriend? Are you married? How long? • Do you have kids? • What religion are you? • Do you have any pets? • Do you like animals? What is your favorite animal? If you could have any animal as a pet what would it be?

  32. Monday, 09.29.2014 Daily Agenda Learning Targets • Introduction to Argumentative Writing • Writing Portfolios • Begin MDG On-Demand Writing (Gather Evidence/Complete Outline) COMING UP: Finish MDG On-Demand Writing I can… • Understand that writing prompts can andshould be broken into parts to ensure the response is thoroughand on topic • Identify specific textual evidence to support claims

  33. Tuesday, 09.30.2014 Daily Agenda Learning Targets • MDG On-Demand Writing • Make-up/Missing Work COMING UP: Reading Efficiency #4 Independent Reading I can… • Identify specific textual evidence to support claims • Write arguments to support claims I have made about substantive topics or texts, using reason and specific, relevant, evidence.

  34. Wednesday, 10.01.2014 Daily Agenda Learning Targets • Reading Efficiency #4 • Highlight Answers for Questions #6-10 • Review/Discussion • Independent Reading/Ms. Topp Writing Conferences COMING UP: “Harrison Bergeron” I can… • Utilize my reading and comprehension skills to improve my Reading Efficiency • Read and analyze a book of my choice for my own enjoyment

  35. Thursday, 10.02.2014 Daily Agenda Learning Targets • Introduction to Theme • What If We Were All Equal? • Small Groups: Read “Harrison Bergeron” (Page 99) and Complete “Handicap” Assignment- Due Tomorrow! COMING UP: Theme and 2081 I can… • Work with my peers to identify the theme and how the elements of plot contribute to the theme. • Determine the theme or central idea of a text and analyze in detail how it emerges in the text, develops over the course of the text, and is refined through details

  36. Friday, 10.03.2014 Daily Agenda Learning Targets • Complete “Handicap” Assignment (15 Minutes) • 2081: What If? • HB & 2081 Discussion • Ms. Topp Answers COMING UP: “Beware of the Dog” I can… • Determine the theme or central idea of a text and analyze in detail how it emerges in the text, develops over the course of the text, and is refined through details

  37. Monday, 10.06.2014 Daily Agenda Learning Targets • Introduction to Inferences • Silently Read “Beware of the Dog” (Page 688) • Complete Inferences Chart- Be Prepared to Discuss TOMORROW! COMING UP: “Marigolds” and More Inferences! I can… • Define and understand inferences • Make inferences within a text based on textual evidence and background knowledge

  38. Tuesday, 10.07.2014 Daily Agenda Learning Targets • “Beware of the Dog” and Inferences (15 Minutes to Finish; 15 Minutes to Discuss) • Partner Read “Marigolds” (Page 141) and Begin Partner Activity COMING UP: Reading Efficiency #5 Independent Reading I can… • Make inferences within a text based on evidence and background knowledge • Identify specific textual evidence to support my claims

  39. “Marigolds” Inferences • As you read “Marigolds” (page 141) with your partner, think about the specific characters: what they say, their actions, their motivations, etc. • When you have completed the short story, DISCUSS and then WRITE about the following: • 2 INFERENCES ABOUT CHARACTERS: Include textual evidence for each inference and an explanation of how this supports your inference. • THEME: Explain one theme from the story and how the text led you to that theme. • CLIMAX: Explain the climax to the story and how you know. • What types (2-3) of character is Lizbeth? Explain. • What types (2-3) of character is Ms. Lottie? Explain.

  40. Wednesday, 10.08.2014 Daily Agenda Learning Targets • Hand In Sniper Revisions • SCHOOL IS FUN! • Reading Efficiency #5 • Use Your BEST METHOD! • Review/Discussion • Independent Reading • Share a conflict! COMING UP: Finish “Marigolds” Partner Activity Literary Terms Review- Quiz Friday I can… • Utilize my reading and comprehension skills to improve my Reading Efficiency • Read and analyze a book of my choice for my own enjoyment

  41. Thursday, 10.09.2014 Daily Agenda Learning Targets • Literary Terms Review • Finish “Marigolds” Partner Activity COMING UP: Literary Terms Quiz TOMORROW! Independent Reading I can… • Identify the Elements of Fiction and apply them to various pieces of literature • Make inferences within a text based on evidence and background knowledge • Identify specific textual evidence to support my claims

  42. “Marigolds” Inferences • As you read “Marigolds” (page 141) with your partner, think about the specific characters: what they say, their actions, their motivations, etc. • When you have completed the short story, DISCUSS and then WRITE about the following: • 2 INFERENCES ABOUT CHARACTERS: Include textual evidence for each inference and an explanation of how this supports your inference. • THEME: Explain one theme from the story and how the text led you to that theme. • CLIMAX: Explain the climax to the story and how you know. • What types (2-3) of character is Lizbeth? Explain. • What types (2-3) of character is Ms. Lottie? Explain.

  43. Friday, 10.10.2014 Daily Agenda Learning Targets • MDG/Foreshadowing Review • Literary Terms Quiz • THE INTERLOPERS (PG. 189) • Independent Reading COMING UP: School Uniform Essay Revision I can… • Identify the Elements of Fiction and apply them to various pieces of literature • Read and analyze a book of my choice for my own enjoyment

  44. Monday, 10.13.2014 Daily Agenda Learning Targets • Group Work Preferences • School Uniform Essay • Argumentative Writing Reminders • Sample Essays • Self-Reflection Sheet & Pre-planning • Rough Drafts/Revisions COMING UP: School Uniform Final Essay I can… • Write arguments to support claims I have made about substantive topics or texts, using reason and specific, relevant, evidence. • Provide organized writing that is appropriate to the task, purpose, and audience.

  45. Tuesday, 10.14.2014 Daily Agenda Learning Targets • Ms. Topp Challenge • School Uniform Final Essay • Submit to Turnitin.com • Share with Ms. Topp on Google Docs • Hand in Self-Reflection on Monday COMING UP: Begin Lord of the Flies I can… • Write informative/explanatory texts that analyze complex ideas, concepts, and information while remaining clear and accurate. HAVE A WONDERFUL LONG WEEKEND! 

  46. Monday, 10.20.2014 Daily Agenda Learning Targets • School Uniform Essay • Submit to Turnitin.com • Share w/Ms. Topp on Google Docs • Hand in Self-Reflection • Ms. Topp Assistance • Short Story Theme On-Demand Writing Coming Up: Begin Lord of the Flies I can… • Identify specific textual evidence to support claims • Write arguments to support claims I have made about substantive topics or texts, using reason and specific, relevant, evidence.

  47. Theme On-Demand Writing • Pick ONE SHORT STORY we have read thus far and write a well-developed paragraph explaining a THEME from that story. Your paragraph must include: • A sophisticated theme statement (War is BAD = NO) • A MINIMUM of 2 pieces of EVIDENCE from the text (direct quotes with page #) to support your theme • Your own thoughts and analysis on the theme (include other related texts, your background knowledge on the theme, your personal experiences, etc.) • Underline your THEME STATEMENT • *STAR* your EVIDENCE

  48. Tuesday, 10.21.2014 Daily Agenda Learning Targets • Hand in Theme On-Demand Writing • Imagine If… • Lord of the Flies Intro • Check-out Books • Lord of the Flies Overview • Reading Dates • Reading Log • Quizzes • Group Work • Tone and Mood Review Homework: Lord of the Flies Chapter 1& RLog I can… • Trace tone throughout a text, including possible tone shifts. • Ask questions and provide answers that demonstrate an ability to read critically (showing fullness of thought and depth of thinking) • Make inferences about texts, recognizing nuances and seeing “what isn’t there”

  49. Imagine If… The war on terror has escalated and fighting had reached the eastern border of the United States. Adults in the Blaine area feel that they must protect future generations (you). You and your classmates are being sent away via plane to save you from death in the case that Minnesota is bombed. You know some of the people on the plane but not all of them. Suddenly, the plane is struck and goes plummeting to the ground. You have survived the crash and others have emerged from the plane. You don’t recognize your surroundings. There are no houses or buildings anywhere. Standing on the sand, all you can see are trees in front of you and ocean on all sides. Write one paragraph explaining what your initial reactions, feelings, and actions would be?