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High School English I 8/25/2014

High School English I 8/25/2014

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High School English I 8/25/2014

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  1. High School English I8/25/2014 Course & Student Introductions “Introducing __________” Acrostic Poem Journal #1 Editing Passage #1 Textbook Introduction

  2. Labeling Your Dividers: • Editing, DGP, & Grammar • Short stories • Novels • Nonfiction • The Odyssey & Poetry • Drama • Singe-subject composition tablet – Journal Writing

  3. High School English I8/26/2014 Diagnostic Reading Test Finish textbook introduction Short story unit literary terms Journal #2

  4. High School English I8/27/2014 Review Editing Passage #1; Editing Passage #2 Daily Reading Practice – Passage 1 Finish Short story unit literary terms Journal #2

  5. High School English I8/28/2014 Review Editing Passage #2; Editing Passage #3 Grammar – Parts of Speech: Nouns p.1-4 http://www.youtube.com/watch?v=kfnXUWJz0sE Daily Reading Practice – Review Passage #1; Passage # 2 Reader’s Notebook p.2 – Intro. Fiction Short story #1 = “Sonata for Harp and Bicycle” (Reader’s Notebook p.33-36 #1-10) Finish Short story unit literary terms Finish Journal #2

  6. “Sonata for Harp and Bicycle”Essential Question How does the author, Joan Aiken, use suspense and foreshadowing to create a mystery?

  7. High School English I8/29/2014 • Finish Short story #1 = “Sonata for Harp and Bicycle” Reader’s Notebook p.36 – 43 • Literature book page 58 #1-9; p.59 Writing

  8. “The Secret Life of Walter Mitty”Essential Question How does the author, James Thurber, use humor and characterization to create an entertaining story?

  9. High School English ITuesday, 9/2/2014 • Review Editing Passage #3; Editing Passage #4 • Grammar – Parts of Speech: Pronouns http://www.schooltube.com/video/b107082c0278a820f5b3/ • Daily Reading Practice – Review Passage #2; Passage # 3 • Journal #3 • Complete / correct short story terms • Short story # 2 = “The Secret Life of Walter Mitty” p.63 – 71

  10. High School English IWednesday, 9/3/2014 • Review Editing Passage #4; Editing Passage #5 • Grammar – Parts of Speech: Review pronouns; Verbs • Finish answering questions re: Short story # 2 = “The Secret Life of Walter Mitty” p.63 – 71 • Journal #4 • Complete / correct short story terms • Review Textbook Intro. Quiz • Short story #3 “The Fight” / story map

  11. High School English IThursday, 9/4/2014 • Review Editing Passage #5; Editing Passage #6 • Grammar – Parts of Speech: Adjectives p.21 • http://www.youtube.com/watch?v=6Nuxeh4V1ng • Short story #4 “The Sniper” • Daily Reading Practice Passage # 4 • The Secret Life of Walter Mitty video: • List the different “adventures” (daydreams) that Walter Mitty finds himself experiencing.

  12. High School English IFriday, 9/5/2014 • Review Editing Passage #6; Editing Passage #7 • Grammar – Parts of Speech: Adverbs • http://bit.ly/pQ8z5R • p.28-32 • Journal #5 • Review Daily Reading Practice Passage # 3 & 4; DRP #5 • The Secret Life of Walter Mitty --@28:05 • Review short story terms, “The Sniper” & “The Secret Life of Walter Mitty” p.63 – 71

  13. High School English IMonday, 9/8/2014 • Media Center: Check out The Contender • Review Editing Passage #7 – Jesse Owens; Editing Passage #8 • Grammar – Parts of Speech: Prepositions p.33-36 • http://www.youtube.com/watch?v=yfExXGMX2JM • Review Daily Reading Practice Passage # 5; DRP #6 • Journal #6 • The Secret Life of Walter Mitty --@1:02:11

  14. High School English ITuesday, 9/9/2014 • Grammar – Parts of Speech: • Conjunctions p.37 • http://www.schooltube.com/video/9d37200dbcb55fe20cfc/ • The Secret Life of Walter Mitty --@1:27:22 • Journal #7: • If you were Walter Mitty, which of the daydreams would you want to have? Write about it – Your Daydream • Intro. Novel terms -- define • The Contender Ch. 1

  15. High School English IWednesday, 9/10/2014 • The Contender Ch. 1 – 2 • Reading Guide • Analyze: • 1. List the characters and characterize (describe) them. • 2. Identify the setting. • 3. Identify the exposition. • 4. Identify conflicts presented thus far in the novel. • 5.Identify the point of view of the novel. • 6. Prediction: What do you think will happen next in the novel?

  16. High School English IThursday, 9/11/2014 • Grammar – Parts of Speech: • Interjections p.39 • http://www.schooltube.com/video/5eb2d59975159f0343b7/ • Journal #8 - Ceremonies • Review Daily Reading Practice Passage # 6; DRP #7 • The Contender • Review Ch.1-2 • Ch. 3 – 4 • Editing Passage #9

  17. High School English IFriday, 9/12/2014 • Review Editing Passage #8 & #9; Editing passage #10 • Grammar – Review Parts of Speech: • www.edmodo.com • The Contender • Review Ch.3 - 4 • Ch. 5 – 7

  18. www.edmodo.com group code: gcssqp

  19. High School English IMonday, 9/15/2014 • Review Editing Passage #10; Editing passage #11 • Journal # 9 re: The Contender • The Contender • Review Ch.5 - 7 • Ch. 8 – 11 / story map

  20. The Contender Journal #9 Topic: Bullying • Have you ever been bullied? • Have you ever been a bully? • Why do people bully others? • How should you handle a situation with bullies? • Is bullying a serious offense? • What are possible consequences of bullying? • If you were Alfred, how would you have handled being bullied?

  21. High School English ITuesday, 9/16/2014 • Review Editing Passage #11; Editing passage #12 • Grammar – Sentence parts: • http://www.schooltube.com/video/fe1f050b34c545fc82b3/Schoolhouse%20Rock%20-%20Subjects%20and%20Predicates • Complete subject & complete predicates p.41-42 • Review Daily Reading Practice #7; DRP #8 • Journal # 10 • The Contender • Ch. 12 – 14

  22. High School English IWednesday, 9/17/2014 • Review Editing Passage #12; Editing passage #13 • Grammar: • Sentence vs. fragments • http://www.shmoop.com/video/sentence-fragments • Page 43 • www.edmodo.com • http://www.quia.com/pop/13222.html • Review Sentence parts • www.edmodo.com • http://www.quia.com/cb/38873.html • The Contender • Ch. 15 – 17 – Write a plot summary of each chapter

  23. High School English IThursday, 9/18/2014 • Review Editing Passage #13; Editing passage #14 • Grammar: • Simple subjects and verbs • Page 45-46 • www.edmodo.com • http://www.quia.com/rr/36765.html • The Contender • Ch. 18 – 20 Write a summary of each chapter. • Project

  24. High School English IFriday, 9/19/2014 • Review Editing Passage #14; Editing passage #15 • Grammar: • Compound subjects and verbs • Page 47-48 • Review subjects and verbs • www.edmodo.com • The Contender • Project

  25. High School English IMonday, 9/22/2014 • Media Center – Return novels • Review Editing Passage #15; Editing passage #16 • Grammar: • Hard-to-find subjects p.49, p.51 • Review Daily Reading Practice #8; DRP #9 • Intro. Drama Unit • Literary terms • The Miracle Worker • Anticipation Guide • Helen Keller http://www.biography.com/people/helen-keller-9361967 ; • Meeting the Miracle Workerhttp://www.biography.com/people/helen-keller-9361967/videos/helen-keller-first-meeting-the-miracle-worker-3765315832#related-video-gallery • Pre-reading Vocabulary Set 2

  26. The Miracle WorkerUnit Essential Question • How does the playwright use dramatic techniques (especially flashback, dialogue, and stage directions) to heighten conflict and to developcharacters?

  27. The Miracle WorkerObjectives • RL 2.Determine a theme or central idea of a 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 • RL 5.Analyze how an author’s choices concerning how to structurea text, order events within it(e.g., parallel plots),and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. • RL 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RL 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. • RL 4.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). • SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  28. High School English ITuesday, 9/23/2014 Review Editing Passage #16 Grammar: Review Hard-to-find subjects p.51 Practice Test p.273 #1-10 (Sentence parts quiz tomorrow!) Review Daily Reading Practice #9 Drama Unit The Miracle Worker Pre-reading Vocabulary Set 1 & 3

  29. High School English IWednesday, 9/24/2014 Grammar: Sentence Parts Quiz Drama Unit: The Miracle Worker Act I scene 1 - 5

  30. Narrator: Timothy X 2 Scene 1: Doctor- Braxton Kate - Danielle Keller – Alex B. Scene 2: Martha - Aillen Percy - Ijana Scene 3: Kate - Uriel James - William Aunt Ev - Saige Keller - Adamari Scene 4: Anagnos - Luis Annie - Jenny Child/Children - Yeera Boy’s Voice/Man’s Voice - Ignacio Scene 5: Viney - Diane Kate - Bailey Keller – Chase T. James -Timothy Scene 6: James -Kindale Annie - Cesia Kate – Adamari Scene 7: Viney - Austin Keller – Luis Kate - Danielle James - Christian Annie – Saige Scene 8: Annie - Bailey James -Miguel Voices - Chase T. Kate – Alex B. Keller – Uriel Viney - Braxton The Miracle Worker: Act I

  31. High School English IThursday, 9/25/2014 Drama Unit: The Miracle Worker Review Act I scene 1-5 Finish Act I. Scene 6-8 Video

  32. High School English IFriday, 9/26/2014 Drama Unit: The Miracle Worker Pre-reading vocabulary Act II Act II Scenes 1 - 3

  33. The Miracle Worker: Act II Narrator: Chase B. Scene 1: Annie - Bailey Kate - Saige Narrator: Timothy / Timothy Scene 2: Viney – Uriel James – Luis Keller – Alex B. Kate – Cesia Annie - Danielle Scene 3: Watch scene Scene 4: Viney – Diane Kate –Aillen Aunt Ev – Chase T. Annie - Timothy Scene 5: Man’s / Boy’s / Doctor’s Voices – Uriel Annie – Ijayah Crone’s Voices - Luis Scene 6: Keller – William Kate – Saige Annie - Danielle Scene 7: Annie – Bailey James – Kindale Kate – Virginia Keller - Ijana Scene 8: Keller – Yeera James – Ignacio Kate – Cesia Scene 9: Read Independently

  34. High School English IMonday, 9/29/2014 Grammar: https://www.youtube.com/watch?v=1Dfmg6EsaRs Sentences vs. Fragments p. 44; p.101 Drama Unit: The Miracle Worker Review Act I Finish Act II (scene 3 – 9)

  35. High School English ITuesday, 9/30/2014 Grammar: Sentences vs. Fragments p. 102; worksheet ex.2 Review The Contender Projects Drama Unit: The Miracle Worker Finish Act II (video @43:11) Pre-reading vocabulary Act III

  36. High School English IWednesday, 10/1/2014 Grammar: Sentences vs. Fragments p.355 ex.32 (quiz Friday!) Sentence or fragment? Explain your answer. Drama Unit: The Miracle Worker Act III scene 1

  37. The Miracle Worker Act IIIEssential QuestionJournal #12 What are the challenges that Annie faces in trying to teach Helen, and how does she overcome these challenges?

  38. The Miracle WorkerObjectives RL 2.Determine a theme or central idea of a 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 RL 5.Analyze how an author’s choices concerning how to structurea text, order events within it(e.g., parallel plots),and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL 4.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  39. Narrator: Timothy Scene 1: Annie - Bailey Kate - Danielle Keller – Ijana James - Braxton The Miracle Worker: Act III

  40. High School English IThursday, 10/2/2014 Grammar: Sentences vs. Fragments worksheet ex.1 (quiz tomorrow!) Drama Unit: The Miracle Worker Finish Act III quiz scene 2 - 3 “Elements of Drama” Viewing Guide

  41. High School English IFriday, 10/3/2014 Grammar: Sentences vs. Fragments quiz Drama Unit: Journal #12 RE: Lesson Essential Question The Miracle Worker Finish Act III quiz and “Elements of Drama” Viewing Guide