9/28/15 – 10/2/15
Academic English 9
(Periods 1, 4)
Monday: Continue
watching the movie version of R and J. We will watch Act 1 of the play and
students will compare/contrast the movie to the written play taking notes on
the differences that they see. When finished watching Act 1, we will discuss
the notes and students will complete a questionnaire on “love at first sight”
before beginning to read Act 2.
Tuesday: Discuss
the questionnaire from yesterday and students will turn this in. We will then
begin reading Act 2 of the play together with assigned parts. Students will
complete study guide questions in groups for Act 2.
Wednesday: Continue
reading R and J, Act 2 together. Students will complete study guide questions
as we read.
Thursday: Continue
reading R and J, Act 2 together. Students will complete study guide questions
as we read.
Friday: Continue
reading R and J, Act 2 together. Students will complete the study guide
questions as we read and we will discuss these together as a class.
Essential Questions: How does learning new vocabulary words
help us become better readers, writers, speakers, and listeners?
What themes from Shakespeare’s “Romeo and Juliet” are still
relevant in today’s society and how do we relate to them?
Which dramatic elements help make Shakespeare’s tragedy,
“Romeo and Juliet” so popular with its audience?
Honors English 7
(Periods 2, 8)
Monday: Make-up
quizzes for Hoot Vocab. Quiz, Ch. 3-5. Discuss/review sections from textbook on
complete subject/predicate that were completed for today. Students will turn in
this work today. Notes and discuss simple subject/predicate together. Practice
exercises in textbook.
Tuesday: Discuss
exercises in textbook on simple subject/predicate and students will complete
independent practice worksheet on this topic. Notes and discuss next section in
textbook (finding the subject). Complete practice exercises in textbook
together and with partners; independent practice with worksheet for homework.
Wednesday: Students
will turn in the worksheet on finding the subject that was assigned for
homework. Creating sentences activity: students will work in class today to
create a poster with two components (one for complete subject/predicate and one
for simple subject/predicate). Each side of the poster must contain one
sentence identifying the complete subject/pred. and the simple subject/pred.
The sentences must also be represented with a visual picture. The picture
should be colored as well. These are due on Friday.
Thursday: Discuss
next section in textbook on conjunctions. We will discuss examples together and
students will practice identifying conjunctions and using them in sentences by
completing the exercises in the book out loud and with a partner. Independent
practice with worksheet on conjunctions.
Friday: Sentence
posters due today. Turn in worksheet on conjunctions today (if not done so
yesterday). Students will create posters with sentences using the different
types of conjunctions. These must also include a visual, which must be colored.
Conjunction posters are due on Tuesday.
Essential Questions: How does learning new vocabulary words
help us become better readers, writers, speakers, and listeners?
What are the various types of sentences that we use In
speaking and writing and how do we differentiate between these different types?
How do we differentiate between the complete
subject/predicate and simple subject/predicate of a sentence, and how do we
make sure we are using these parts correctly in our own writing?
How do we find the subject in different types of sentences
and why is it important to know its location?
What are the different kinds of conjunctions and how do we
use them correctly in our own writing?
Honors Reading 7
(Period 7)
Monday: Textbook
assignment on pages 530-534 (informational text). Students will work on
completing the assignment in the textbook in groups. Students will then be
assigned the “Expository Text Assignment.”
Tuesday: Return
Nonfiction quiz and discuss. Students will work on the expository text
assignment today in class. Due date is Tuesday of next week.
Wednesday: Informational
article (T2T notes) and MAP organizer (Horseshoe Crabs article)
Thursday: Students
will finish the MAP organizer from yesterday (if needed) and complete a RACERS
prompt on text structure using this same article. Students will complete the
RACERS for homework for tomorrow.
Friday: Discuss
the MAP organizer and RACERS prompt together on the Horseshoe Crabs article. We
will look at specific examples, etc. on the board together as we analyze this
text.
Essential Questions: How can we effectively comprehend and
analyze informational text and use the text details to support claims?
What essential elements make up informational texts and how
do we differentiate between these elements in our analyses?
PSSA Language Arts
7/8 (Period 5B: Odd and Even Days)
Monday (Even): Main
Idea and Supporting Details – Students will discuss notes together and complete
an activity using the Gettysburg Address to identify main idea and supporting
details.
Tuesday (Odd): Main
Idea and Supporting Details – Students will discuss notes together and complete
an activity using the Gettysburg Address to identify main idea and supporting
details.
Wednesday (Even):
Discuss the Gettysburg Address activity from last class together to identify
main idea and supporting details. Students will also complete a practice packet
on main idea and supporting details in class. This is due next class period.
Thursday (Odd): Discuss
the Gettysburg Address activity from last class together to identify main idea
and supporting details. Students will also complete a practice packet on main
idea and supporting details in class. This is due next class period.
Friday (Even): Discuss
the packet that was completed for today on main idea and supporting details.
Students will turn in their work today also. Students will then begin the
practice quiz section for supporting and developing topics.
Essential Questions:
What kinds of reading strategies help us navigate and
comprehend informational texts?
How can reading strategies, like talking to text, help us
understand questions on the PSSA tests?
What makes up an effective introduction and conclusion and
how do we incorporate these elements into our own writing?
How do we effectively support and develop our topics
throughout our writing?
