*Due to ACT testing for 11th grade, we were displaced into different locations for 1st and 2nd periods and had a shortened class for 4th period. *
1. DLP #24 (except for 4th)
2. Writing Activities- Prewriting 2.3-2.5
Students spent the majority of the period taking the review test for unit 1-3 vocabulary. Those who needed extended time could come in during lunch (4th period students may come Monday). Students who finished the test early were encouraged to complete the grammar exercises.
lesson 5-7 verb worksheets due Wednesday
honors short story analysis due 3/7
upcoming assignments: Unit 1-3 review test tomorrow (this is a major!)
lesson 5-7 verb worksheets due Wednesday.
**honors only** "Contents of a Dead Man's Pockets" analysis due 3/7
Today's review activity is called "Clue the teacher." Student chose 5 words from their lists and wrote three clues for each word that would help me to identify it.
We finished going over types of verbs and continued with practice activities in the class handout. I also gave students the next set of homework reinforcement worksheets.
Color groups began their analysis of this week's story with guided questions for each section.
Today's review activity involved a category sort where students grouped 15 of their vocabulary words into related categories and labeled them. For example, a popular category was "bold."
I reviewed my notes for verbs (all notes 1st period, only action verbs in 2nd and 4th). We began practice activities in the class handout.
We finished listening to/reading "The Monkey's Paw." Students have been designated groups that they will work within for the literary analysis portion of this story. I also collected all of the reader response journals as this is the final story we will read as a class for our short story unit. I did allow students who have not finished their RRJ for "The Monkey's Paw" additional time wherein they can turn it in tomorrow at the beginning of class.
**honors only** "The Contents of a Dead Man's Pockets" analysis due 3/7
Today for review, students completed a pairing activity. They matched one word from unit 1-3 to another word from unit 1-3. I asked for a total of 10 pairs.
We wrapped up this week's writing instruction with a discussion of prewriting and by viewing examples. Students then complete the activity on p 59- writing to determine a topic. Students chose a prewriting method and used it to help them identify and narrow a topic.
Warm up #6 was a lead in to our last short story. Students worked in pairs to identify unfamiliar words from the story and address a prompt. I then collected the warm ups we have completed since the first week including #1-6.
"The Monkey's Paw"- classes began reading the story while listening along to an audio version. I have posted links to both the story and the audio on the literature page of this site. We will finish reading tomorrow, and students will turn in their reader response journals for all of the stories.
I handed back the noun worksheets from last week. First period had the opportunity to check their answers as I put my key on the document camera for the class to view. I did not do this in 2nd and 4th periods as too many students had not completed the activity. Instead I offered my key to those who wished to borrow it and check their answers independently. The worksheets will serve as a study guide for our parts of speech test at the end of the unit.
For day one of the vocabulary review, I asked students to choose ten words from unit 1-3 that they found challenging. Then they were to assign and song title and artist for each word. For example, "We Are Siamese if You Please" from Lady and the Tramp might be a good song for antagonistic.
We began a new writing unit today that focuses on the stages of the writing process. Students began reading and responding. We completed the journal writing on p 53 in all classes, and 2nd and 4th period completed the write about yourself section from p 55.
We finished the literary analysis activities for "The Ring" with theme. I reviewed the term with the class, and then students had the opportunity to identify the subject of the story as well as a theme, finding direct quotes from the story for support. Students then turned in all of their literary work for the story including the plot diagram, point of view analysis, and symbol evaluation.
**honors only** Short story analysis due 3/7
Today was our 3rd vocabulary quiz. Next week we will briefly review units 1-3 and have a test. We also worked on finishing the plot diagrams, analyzing point of view in the story, and symbol. Students should be prepared to complete the literary analysis with symbol/theme on Monday when they come into class. We will begin our 4th short story on Tuesday.
**honors only**- Critical analysis for "Contents of a Dead Man's Pockets" due 3/7
Today we completed the work in the pronoun packet with indefinite pronouns and review exercises. I review the elements of plot and story structure, then students worked in pairs to complete a plot diagram for "The Ring."
**honors only** critical analysis for "The Contents of a Dead Man's Pockets" due 3/7
Today we began covering the second part of speech: pronouns. I reviewed notes and then we practiced identifying types of pronouns through exercises from a class handout. First period finished reading "The Ring" independently. I read the story aloud in 2nd and 4th periods. Students are responsible for finishing the story and their reader response journals.
1. DLP #14
2. Writing- outline for 5 paragraph essay
3. Warm-up #4
4. Literature- begin reading "The Ring" and complete reader response journal #3
**honors only** short story analysis for "Contents of a Dead Man's Pockets" due 3/7
We had some sporadic interruptions in class due to singing valentines.
1. DLP #13
2. Unit 3 vocabulary words
3. Literary analysis #3- conflict / cause & effect in "The Piece of String"
4. 5 paragraph essay writing
**Honors classes only** short story analysis for "The Contents of a Dead Man's Pockets" due 3/7
We finished the work for "The Piece of String" today with a review of internal and external conflict as well as cause and effect. Students found examples of each in the text and completed charts. Then we took that information and began the introduction portion of an outline for a 5 paragraph essay exploring the literary element through the text. We will finish outlines tomorrow.
*4th period had great difficulty listening and staying on task today. The completed the writing outline for a different topic.*
Today was an early release day, so classes were 60 minutes. Students completed the unit 2 quiz and then finished the classwork we began yesterday. They turned in the exercises from yesterday and today. They then had time to work on the reinforcement worksheets that will be due next week.
*This is just a friendly reminder that students are responsible for getting their own make-up work the day they return from an absence. While they can check the website, class notebook, and folders, the best option is to see me during Smart lunch. All make-up work is due the Monday following the absence, and all quizzes, tests must be made up within 2 weeks of the original quiz/test date.**
unit 2 quiz tomorrow (foldable and & vocab frames due before)
We tried to get back on track today. We picked back up with DLP having missed yesterday. I introduced nouns, and we worked to complete a series of activities from a class handout. students worked to identify various types of nouns in different contexts. Students then formed groups and received an element to illustrate and explain from the short story we read on Tuesday. Each group had a different element.
**I was out again today. I asked students to complete the following work in my absence:**
“The Piece of String”
Students can access the story through two methods as below.
Questions for “The Piece of String”
Answer the following questions for the story. Be sure to use A.C.E.S. for each answer.
Write an alternative ending for “The Piece of String.” Your ending should be at least 1 page and reviewed for good grammar and spelling.
**Today I was out with the flu. The following is the work students were to complete in my absence. They received this on a handout in class.**
I. DLP #10 (5 minutes)
This is a collaborative activity.
A. You may work with a partner to define the following (you may use your smartphone) and write your answers in your journal:
B. When you finish, discuss whether or not you have been blamed for something you didn’t do, then record your responses on your paper.
IV. “The Piece of String” (45 minutes)
This is an independent Activity.
We will begin literary analysis tomorrow.
Our focus today was on how to be effective collaborators. Students worked in groups to read an article, analyze its main points, and develop a list of rules for collaboration. 1st period read some related articles for discussion tomorrow.
Today we had our first vocabulary quiz, which will count as a minor assessment. After the quiz, students were to finish their literary analysis from the previous two days and begin the article of the week. I introduced the SOAPSTONE method to classes. We had a difficult time finding a good pace in class, so some students were unable to finish their work.
Unit 1 quiz tomorrow- foldables and vocabulary frames due before the quiz.
Today we continued our analysis of "War." I reviewed mood and tone with notes. We also completed a word frame together, and I offered for students to complete up to 5 as bonus points towards their quiz grade.
1. DLP #6
2. Parts of Speech Diagnostic
4. Literary analysis #1 "War"
Today was a busy day as usual. We discussed the parts of speech briefly before students completed a diagnostic activity. This will allow me to determine a starting point for our grammar studies. After grammar, we moved on to literature. I discussed inference as well as direct and indirect characterization, Students completed a series of exercises to help them identify characterization before I provided the literary analysis questions for the story we read yesterday.
I collected the parts of speech diagnostic work as well as the characterization worksheets.