9/26/16 – 9/30/16
Academic English 9
(Periods 1, 4)
Monday (9/26): Discuss
vocabulary list 1A words/definitions and sentences. Quiz for list 1A will be
tomorrow. Review for quiz as a class. Discuss/check parts of speech from Friday
(ex. 26, 27, and review C).
Tuesday (9/27): Vocabulary
Quiz on list 1A. Tracking progress – Students will be given a progress chart to
track their own learning with the parts of speech exercises that they have
already completed. As more assessments are completed, they will track progress
and make note of growth and/or areas of need. Test on nouns, pronouns, and
adjectives will be on Friday, so special attention to these parts of speech
will be emphasized at this point.
Wednesday (9/28): Finish
charting student progress with parts of speech. Students will then ask
questions for clarifications on any areas of need they see at this point.
Discuss as a class and then students will take a quiz on parts of speech.
Thursday (9/29): Check
answers on parts of speech quiz. Students will fill out their progress chart
based on results of the quiz. Students and teacher will examine charts
individually to pinpoint growth and/or mastery as well as areas of need
regarding parts of speech. Discuss any questions/confusions students may still
have regarding nouns, pronouns, and adjectives in preparation for the test.
Friday (9/30): Test
on nouns, pronouns, adjectives today; Vocabulary list 1B – students will define
words and provide parts of speech for each word in the list. They will also
complete the worksheet and sentences for each word. All vocabulary work is due
on Monday if students do not finish by the end of class today.
Essential Questions: Unit One - How can improving our vocabulary
and grammar usage skills help to improve our reading, writing, speaking, and
listening abilities?
Honors English 7
(Periods 2, 8)
Monday (9/26): Review
work done so far on the explanatory essay (pages 50-51 in textbook). Discuss
the standards being assessed (essay content and conventions – review grading
rubric for the essay). Discuss questions/confusions, etc. regarding the essay.
Final copy of essay is due by the end of class tomorrow. Students may work on
remaining aspects of the essay today in class.
Tuesday (9/27): Students
must turn in the final copy of the essay by the end of class today. Students
will complete the selection test for the news blog, “A Simple Act” today in
class. The test is open book (students may use the textbook and/or any notes
they have for the text). Check responses in class.
Wednesday (9/28):
Track student learning – Students will be given a progress chart to keep track
of their learning in Unit 1. Students will chart the results of the test from
yesterday. As a class, we will discuss the standards that were assessed on this
test and include this on the progress chart in categories.
Thursday (9/29): Students
will complete the selection test on the memoir, “An Invisible Thread.” Check
responses in class; students will then fill in the progress chart with the
results of this test. We will look for and discuss strengths and areas of need
using the chart. We will also discuss the goal of growth while analyzing the
charts.
Friday (9/30): Review
results of essays and chart progress individually. Students will examine
strengths, areas of need and opportunities for growth with writing explanatory
essays. Discuss and begin the Unit 1 Performance Task: Write a Nonfiction
Narrative (pages 52 – 57 in textbook).
Essential Questions: Unit One - What can one generation
learn from another?
English 11 (Period 3)
Monday (9/26): Discuss/review
the parts of the sentence from last week. Check any work that still needs to be
checked. Track student progress – Students will be given progress charts to
track their learning with the different parts of the sentence. They will fill
in the chart based on their results of the practice worksheet for each part of
the sentence. We will then discuss growth based on the chart and identify areas
of strength and need.
Tuesday (9/27): Based
on students’ areas of need, they will complete practice sections from the
textbook for parts of the sentence they need to work on the most. Groups set up
into learning centers based on areas of need. Quiz on parts of sentence
tomorrow in class. Test on parts of the sentence will be Friday.
Wednesday (9/28): Students
will take a quiz on the parts of the sentence and check answers in class.
Students will then chart their progress based on the results of the quiz.
Current Event – Students will choose an article from the newspaper to read and
summarize. They will write a summary of the article to share with the class.
Thursday (9/29): CDT
results – Students will view and chart results of the CDT ELA test that they
took last week. Discuss how we will use these results to track growth and focus
our learning goals throughout the year. Review parts of sentence and answer
questions/discuss confusions in preparation for test.
Friday (9/30): Test
on parts of the sentence. When finished, students will write a response to the
following question: “How do we respond when challenged by fear? Think of a time
in your life when you felt fear. How did you react? What did you do/not do, etc.?
How else were you or others around you affected?
Essential Questions: Unit One - How can improving our
grammar usage and vocabulary skills help to improve our reading, writing,
speaking, and listening abilities?
Monday (B) 9/26: SSR
session (students will follow the set procedures/expectations for the duration
of class) Book Recommendation – Students will fill out a book recommendation in
class today.
Tuesday (A) 9/27:
SSR session (students will follow the set procedures/expectations for the
duration of class) Book Recommendation – Students will fill out a book
recommendation in class today.
Wednesday (B) 9/28:
SSR session (students will follow the set procedures/expectations for the duration
of class)
Thursday (A) 9/29:
SSR session (students will follow the set procedures/expectations for the
duration of class)
Friday (B) 9/30: SSR
session (students will follow the set procedures/expectations for the duration
of class)
Essential Questions: Why is it important to read?
How can reading help us improve grades, communication
skills, test taking abilities, etc.?
