--students write definition, part of speech, and sentence with word used in context

Transcription

1 As far as warm-ups go, this will generally be the lineup: Monday: Journal; Tuesday: Vocab.; Wednesday: Grammar (Note: We will place special emphasis on grammar, especially parts of speech and sentence types; therefore, we will be spending more time on grammar and conventions than just one day a week); Thursday: Revising and Editing; Friday: SSR Week 1 August 27 and 28 1 st and 2 nd day are spent discussing rules, procedures, SSR, and other aspects of the class students should know. Wednesday, August 29 th Vocab. Warm up --explain layout of dictionary --students write definition, part of speech, and sentence with word used in context --Go over terms: Theme and Reflection P. 9 of 31 --Look at writing appetizer from C-scope(students look at a picture and write, then you will show them the blank template. Directions are clear on the cscope page). Students write 5 sentences in their journal to explain how the quote is true for them. If the quote isn t true for them, they must come up with their own as instructed on page 1 of writing appetizer. Handout-dictionary scavenger hunt Thursday, August 30 th --Finish activities from Wed --Terms for Thursday: Prefix, suffix, genre and theme; definitions on p. 10 & 11 of 31 --After discussing genre and theme, students will work on Writing Appetizer 1. This time they will be shown a picture with no thematic sentence and it will be up to them to come up with a thematic statement that is true for them before they explain how and when it became true for them. --Define prefix and suffix for warm-up: students can write down the ones from the chart in the STAAR workbook. --Do Quadrant Activity over prefixes and suffixes C-scope pg of 31 --Begin Reading Gift of the Magi Friday, August 31st

2 --SSR (Call of the Wild)?? IR Book Page #1 due next Friday Week 2 Tuesday, September 4 --Theme-discuss and define (pg. 14 of 31 in C-Scope) --Do another writing appetizer from Unit I writing appetizer --Go over 4 types of questions (pg. 14) --Students write a question for each of the 4 types: Literal, Interpretive, Evaluative, and Universal --Discuss theme as it relates to Gift of the Magi --Students write a thematic statement and support with quotes --(At this point students should be finished with Unit I Writing Appetizer Wednesday, September 5 th (picture day) --Connotation and Denotation P. 15 in c-scope (NFL team exercise) Discuss positive, negative and neutral words. Could also compare the word Wildcats. Then, add Calallen and GP to it. Begin The Most Dangerous Game --Discuss characterization-take notes Give students handout compare/contrast Rainsford and General Zaroff Thursday, September 6 th (Picture Day) Finish reading The Most Dangerous Game Go over plot structure diagram (triangle) and have students fill out Work on characterization handout Friday, Septermber 7 th SSR IR Book Page #1 due Week 3

3 Monday, September 10 th Begin how to write short answer(previously called open-ended questions) --Teach Schaeffer Method --Answer open-ended questions w/ embedded quotes over characterization --Hand in characterization handouts from Wed. Tuesday, September 11 th --Inductive and Deductive reasoning definitions (p. 17 of 31 cscope) --Read The Necklace --Do irony activity; short answer questions in Schaeffer Method --Do character inference activity on flash drive w/ partners Wednesday, September 12 th --Different types of plot structure (p. 20 of 31 in cscope) Non-linear plot! --notes over plot structures --Return plot triangle from The Most Dangerous game --After discussing nonlinear plot, students will --Read The Secret Life of Walter Mitty and discuss Thursday, September 13 th --Warm-up: Analogies (p. 21 in cscope) --Discuss non-linear plot and P.O.V. --Students will contrast a linear plot structure to a nonlinear plot structure by filling out plot chart for Walter Mitty --Work a Schaeffer paragraph to respond to a question about the difference between linear and nonlinear plot --Discuss sarcasm as used in Walty Mitty or choose another to examine Friday, September 14 th Reading log #2 due

4 --SSR Week 4 Monday, September 17 th --Read The Scarlett Ibis and begin symbolism activity(handout) Tuesday, September 18 th Finish reading if needed. In groups, do symbolism activity. Share with class Wednesday, September 19 th EOC Benchmark-writing Thursday, September 20 th EOC Benchmark-reading Friday, September 21 st Reading log #3 due --SSR Week 5 Monday, September 24 th Students will write their own short story using the elements we have gone over the past few weeks Flocabulary-these are the 5 things-teaches them the 5 important elements of analyzing/writing a good short story. There is a handout to go with this. Students must write their story on the 26 lines in order to practice for STAAR narrative writing Will begin with the 8 sentence story Students should brainstorm and pre-write for their story Tuesday, September 25 th Writing in class-short story rough draft due Wednesday

5 Wednesday, September 26 th Short story rough draft due for grade Peer edit with another student in lab Once these steps are done, they may begin typing Wednesday, September 26 th Final draft of short story due(writing lab) Thursday, September 27 th --Write down foreign words and phrases on board and do exercise on p. 4 of 12 cscope lessons --Journal: What do you think these words mean? Get def. from dictionary and complete lesson in partners --Review literary devices from fiction: Plot, Characterization, P.O.V., Fig. Lang., conflict, theme, setting --Take notes from power pt. on lit. nonfiction --Explain the difference between fiction and lit. nonfiction --Begin reading chapter from House on Mango Street or literary nonfiction of choice --Students create and fill out venn diagram comparing and contrasting 2 genres Friday, September 28 th Reading log #4 due SSR Week 6 Monday, October 1 --Finish reading lit. nonfiction piece and filling out venn diagram --Introduce nonfiction text -Journal: Display image relating to Left For Dead and have students write a response to their impression of the image. --Introduce Left For Dead or lit. nonfiction of choice --students read and make notes answering this question: How does an author use personal examples to describe an event or situation.

6 --Students fill out 3 column chart in notebook: Description, Author s example, and lit. devices, and students fill out as they read. (page 6 of 12 lesson 2) --Model filling out chart --Read aloud, discuss, and fill out chart --Redisplay visual and have students compare visual w/ text. Provide textual evidence Tuesday, October 2 nd --Finish activities from Monday --Need 2 images of an event/situation intended for different audiences --Display images. Journal: Although these images are of the same event/situation, how do they differ? --Discuss responses, define and discuss Perspective --How would your perspective differ if you were an eye witness to an event as opposed to seeing it on the news? Wednesday, October 3 rd --Students read chapter from Left For Dead or other lit. nonfiction. Review definitions of Perspective and Sensory Language --Students identify sensory and fig. language the author uses to present his/her perspective --Students draw a conclusion about the author s perspective and create a collage of words and phrases from the text to support their conclusion. (p. 7 of 12) --Students do a gallery walk of other groups collages. Thursday, October 4 th --Display lit. nonfiction text of your choice and refer students to the chart they created. Review lit. devices and fig. lang. --Discuss importance of historical or cultural setting to author s perspective. --Author s message is important and can be ascertained by asking universal questions. --Distribute texts from collage activity and collages and have students write universal questions and author s message onto collages (p.9 of 12). Friday, October 5 th Reading log #5 due

7 SSR Week 7 Monday, October 8 th --show music video. Journal: What are the similarities between this music video and the nonfiction texts we have been reading? How does the video capture a moment which illustrates one of the underlying themes of the song? --Distribute handout: Elements of a Vignette(read My Name from The House on Mango Street) --Students begin work on vignette, concentrating on universal messages and ideas Tuesday, October 9 th --Work on and complete vignette Wednesday, October 10 th Unit C-Scope test over fiction/literary non-fiction Thursday, October 11 th Introduction to poetry Students fill out word wheel with definitions of figurative language Home work-write your own example of each word Friday, October 12 th Reading log #6 due SSR Week 8 Monday, October 15 th Connotation/Denotation Read My Papa s Waltz Make a t-chart with negative/positive connotation (handout) Analyze the song Smooth or any of your choice(handout) Homework-student needs to bring APPROPRIATE song lyrics tomorrow

8 Tuesday, October 16 th Pass out song lyric assignment Students have time in class to work on Wednesday, October 17 th Work on and finish song lyrics if needed Thursday, October 18 th TPCASTT over selected poem The Raven Model together Friday, October 19 th Reading log 7 due SSR Week 9 Monday, October 22 nd TPCASTT Analyze and complete a poem of students choice Tuesday, October 23 rd I Wandered Lonely as a Cloud analysis The Seven Ages of Man analysis. Students choose a stage, illustrate it and support with text evidence Wednesday, October 24 th Students write poem Thursday, October 25 th Poetry unit test Stopping by Woods on a Snowy Evening Friday, October 26 th Present Projects for SSR All reading logs should be turned in(total of 7)

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