9/21/15 – 9/25/15
Academic English 9
(Periods 1, 4)
Monday: Continue
reading Act 1 of R and J. Students will work together on study guides for Act
1. Quiz on Act 1 will be on Thursday.
Tuesday: Finish
reading Act 1 together (scene 5). Complete study guide questions and begin to
review Act 1 for the quiz. Chronological order group activity.
Wednesday: Chronological
order group review activity for Act 1. Review Act 1 together on board.
Thursday: Quiz on
Act 1 of R and J. After quiz, we will begin viewing the movie version of Act 1.
Students will look for and record dramatic elements within the movie version.
Friday: Finish
watching Act 1 of the movie. “Love at first sight” worksheet – students will
complete questions on this sheet prior to reading Act 2.
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
vocabulary squares for next set of words for Hoot novel vocabulary
(methodically to meek – 12 words total); vocab. Squares are due on Thursday and
the test will be on Friday.
Tuesday: Grammar:
Kinds of Sentences – discuss and turn in the packet on Kinds of Sentences.
Textbook sections on subject and predicate. Students will read and complete
sections from the book and we will begin to discuss these together in class.
Wednesday: Return
and discuss first test on Hoot vocab. Terms (first 10 words). Continue working
on subject/predicate sections in the textbook and on the worksheet. As a class,
we will discuss subject/predicate together and students will turn in their work
today.
Thursday: Review/discuss
next 12 Hoot vocabulary terms (vocab. Squares); test is tomorrow.
Friday: Hoot
vocab. Test today on 12 words from list (methodically to meek); after test,
students will work on simple subjects/simple predicates section in textbook.
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?
Honors Reading 7
(Period 7)
Monday: RACERS
prompt on author’s purpose (Great Lakes article); students will also begin
working on the MAPS organizer with the article identifying: main idea, author’s
purpose, point of view, text structure, word choice; nonfiction quiz will be on
Thursday
Tuesday: Students
will turn in RACERS prompt from the Great Lakes article. They will work in
groups to complete the MAPS organizer and we will discuss this together as a
class. Students will then read a second article and complete a second MAPS
organizer to identify the same elements; review what will be on nonfiction quiz
on Thursday (notes from book, etc.)
Wednesday: Review
types of organization for nonfiction writing (textbook notes); textbook section
– students will view an informational text in the book and complete the MAPS
organizer to determine main idea, etc.; students will be introduced to an
expository text assignment (we will discuss the objective, due date, etc.)
Thursday: Nonfiction
quiz; after quiz, students will complete the MAPS organizer using the textbook
section that was assigned yesterday. They may also begin to work on the
Expository Text assignment.
Friday: Work on
Expository Text assignment in class today.
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): Introductions
and Conclusions activities; discuss/find examples of effective intro. And conclusions;
discuss what makes them effective; students will write their own introductions
and conclusions and give feedback on each other’s
Tuesday (Even): Give
feedback on written conclusions and discuss together; Study Island questions on
introductions and conclusions.
Wednesday (Odd): Give
feedback on written conclusions and discuss together; Study Island questions on
introductions and conclusions.
Thursday (Even): Supporting
and developing topics: discuss notes (using Cornell Notes Sheet and handout); Gettysburg
Address activity – students will read a portion of this document and identify
key elements that help to develop the topic throughout the passage.
Friday (Odd): Supporting
and developing topics: discuss notes (using Cornell Notes Sheet and handout); Gettysburg
Address activity – students will read a portion of this document and identify
key elements that help to develop the topic throughout the passage.
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 develop our topics throughout our
writing?
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