10/5/15 – 10/9/15
Academic English 9
(Periods 1, 4)
Monday: Review
character web and study guide questions from Act 1, scenes 1 and 2. Begin to
read scene 3 together with assigned parts. Students will also complete study
guide questions for scene 3 as we read.
Tuesday: Continue
to read Act 2 together. Students will work in groups to complete study guide
questions. We will discuss responses as a class.
Wednesday: Continue
to read Act 2 together. Students will work in groups to complete study guide
questions. We will discuss responses as a class.
Thursday: Finish
reading R and J, Act 2 today. Students will complete study guide questions as
we read and we will discuss these as a class. Quiz for Act 2 will be on
Tuesday.
Friday: Cause and
effect activity for Act 2: Students will work in small groups on this activity
using the textbook and provided materials. We will discuss responses together.
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: Complete
Hoot vocabulary squares for the next eight terms on the list (found in ch. 6
and 7 of Hoot novel). Completed squares are due on Wednesday. The test on these
terms will be Friday. Students must also check over their work on simple
subject and predicate from the textbook (p. 46-47) and make corrections for
tomorrow.
Tuesday: Discuss
exercises on pages 46-47 together as a class. Identify simple subject and
predicate in inverted and interrogative sentences. Students will complete a
worksheet on finding the subject in these types of sentences also. They will
turn in the worksheet today.
Wednesday: Review
Hoot vocabulary squares together for the next 8 words. Test on these words is
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: Hoot
vocabulary test today. Students must use each vocabulary word from the list
correctly in an original sentence.
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: Work on
expository text assignment, which is due tomorrow. Students will also receive a
nonfiction article to read and use the talking to text method with. They must
also answer multiple choice questions for the article and respond to a RACERS
prompt. They will work on this in class today and finish it in class tomorrow.
Test on nonfiction will be on Thursday.
Tuesday: Turn in
expository text assignment today. Finish article with questions and RACERS
prompt. Students will then be grouped to discuss their article with others who
had a different article. They will summarize and discuss the RACERS they
completed. We will discuss this together as a class as well.
Wednesday: Review
nonfiction notes, skills, etc. for test, which will be tomorrow.
Thursday: Nonfiction
test today. After the test, students will take notes on plot elements, conflict,
setting, point of view, and dramatic irony using a Cornell Note sheet.
Friday: Discuss
notes on plot elements, conflict, setting, point of view, and dramatic irony.
Students will label a plot diagram also and we will review this together.
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 (Odd): Discuss
the Gettysburg Address activity on central ideas and supporting details.
Students will turn these in today also.
Tuesday (Even): Students
will work on completing questions on developing and supporting topics. They will
turn these in today also. Students will then take notes on and discuss the next
writing topics, organizing ideas and transitions.
Wednesday (Odd): Students
will work on completing questions on developing and supporting topics. They will
turn these in today also. Students will then take notes on and discuss the next
writing topics, organizing ideas and transitions.
Thursday (Even): Discuss
notes on organizing ideas and transitions and begin practice questions for
these topics today. Questions are due next class meeting.
Friday (Odd): Discuss
notes on organizing ideas and transitions and begin practice questions for
these topics today. Questions are due next class meeting.
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?
How do we organize our ideas well and use transitions to
successfully guide our readers through our writing pieces?
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