9th Literature- Spring 2020

May 13-May 17, 2019

Monday- May 13th

Read an informational article about Romeo and Juliet- was it a real story?

Answer guiding questions.

Romeo and Juliet Act V test is Tuesday

Start working on Romeo and Juliet final exam study guide.

You can use this on the final exam, so don't lose it!

 

Tuesday- May 14th 

Reading/ Writing- Take Romeo and Juliet Act V test

Take Notes- Greek Mythology PPT

Listening/ Writing- Begin watching the Oddessey

Answer study guide/ final exam guide questions for Oddessey.

Homework- complete Romeo and Juliet final exam study guide

 

Wednesday- May 15th

Watch the Odyssey

Answer study guide/ final exam guide questions for Oddessey.

Work on Romeo and Juliet final exam study guide in class.

Thursday- May 16th

Watch the Odyssey- answer guiding questions

Continue final exam study guide for the Odyssey

 

Friday- May 17th

Watch the Odyssey- answer guiding questions

Continue Final exam study guide

Complete Romeo and Juliet final exam study guide if you have not already.

 

Monday- May 20th

Watch the Odyssey- finish guiding questions

Finish final exam study guide- BRING IT TOMORROW TO CLASS!

 

Tuesday- May 21st

Final exam- 1st block

Have a great summer!

 

 


May 6-May 10, 2019

Image result for romeo and juliet old movie VS  Image result for romeo and juliet new movie

Monday, May 6, 2019

Students will finish watching the Old and New Movie of Romeo and Juliet Act III.

They will complete writing a Compare and Contrast Graphic Organizer Download WorksheetWorks_Compare_Contrast_Romeo_and_Juliet_1

Students will begin writing a paragraph from the Compare and Contrast Graphic organizer of Act I- Act II.

 

Tuesday, May 7, 2019

Students will write a compare and contrast paragraph of Act III from the Old and New Romeo and Juliet movie.

Students will begin reading Act IV Scene 1

Characters- Friar Lawrence, Paris, Juliet, 

Act IV Scene 2-

Characters- Capulet, Second Servingman, Nurse, Juliet, Lady Capulet

Answer guiding questions. 

Wednesday, May 8, 2019

Students will read, Act IV scene 3-

CharactersJuliet, Lady Capulet, Juliet, 

Students will read, Act IV scene 4-

Students will read, Act IV scene 5-

Act V Scene 1 and 2- finish study guide questions

Characters-

Thursday, May 9, 2019

Students will read, ActV Scene 3 and answer all study guide questions.

Students will think about who is to blame for the deaths of the main characters.

Watch Old and New Movie to the conclusion.

 

Friday, May 10, 2019

Act IV Test

Begin writing prompt- The Tragedy of Romeo and Juliet- Who is to Blame?

This will be due as an in-class writing assignment on Monday.

Formative- daily readings

Summative- writings compare/contrast- paragraphs, Act IV Test

 

 

 

 

 


4/29/19 -5/3/19

What to study for the 9th Lit EOC-

GOOD LUCK! 

 

9th Lit EOC  Room 217- Monday, April 29th, Tuesday, April 30th, Wednesday, May 1st 

NO CELL PHONES, smartwatches, Ipads any electronic devices in the testing room.

Thursday- Room 631 View Romeo and Juliet Old movie through Act I & II, III and New Movie Act I & II, III

Friday- Room 631  finish the New Movie until Act III write a compare and contrast essay on both movies.

We will read- Act IV, V- last two weeks of school before finals.


April 22-April 26

ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.

ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose. 3

ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”),
including how they address related themes and concepts.

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text. 1 (23.)180204
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.

ELAGSE9-10RL9: Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare).

ELAGSE9-10L4a: Determine or clarify the meaning of unknown and multiplemeaning
words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.

ELAGSE9-10L5a: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze

ELAGSE9-10W2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.

 

Monday, April 22nd- Go to Media Center

Reading

Students will complete a Reading Inventory in the Media Center

Reading Writing

Then they will take our last CTLS full assessment- pencil/paper

This will be graded, and intervention will be available later in the week.

 

Tuesday, April 23rd

Listening, Speaking, Reading

Quizlet LIVE- EOC Review- This will be for points all counted by Friday for a classwork grade. (formative)

Reading Writing

CTLS- Test corrections and review

Complete CTLS assessment online for a grade including the writing portion.

USA TEST PREP- practice based off of standards missed.

Reading Speaking

How to write a Constructed response, using textual evidence.

 

Wednesday, April 24th

Listening, Speaking, Reading

QUIZLET LIVE- EOC Review  Reading Informational/ Argumentative Terms

Listening, Speaking

Discuss the elements of an Introductory paragraph.

A student will teach the class about what is an appropriate thesis statement.  (formative)

Students will discuss a writing rubric for CTLS assessment and reflect on what they wrote on Monday (scores 0-4)

Listening, Reading, Writing

Application of EOC prep knowledge- Students will be split into their test correction groups they will answer three questions per assessment from usatestprep and present to the class.

(formative) Linked to the standard- Analyzing word meaning-  ELAGSE9-10L4a:

Reading, Speaking, Listening, Writing

Act II- Scene 1 Romeo and Juliet

read and answer study guide questions

 

Thursday, April 25th

Listening, Speaking, Reading

KAHOOT- EOC Review- Use Laptops (formative)

Reading Writing

USA Test Prep- practice Claims and Counterclaims in writing. (formative)

Website for EOC- Practice using tools-highlighter, move from page to page, underline, x out unwanted responses-  Use Laptops 

Reading, Speaking, Listening

Act II- Romeo and Juliet Scene 2-( Romeo, Juliet, Nurse)

read and answer study guide questions

Act II Scene 3- Romeo and Juliet (Friar Lawrence, 

read and answer study guide questions

Friday, April 25th

Listening, Speaking, Reading

QUIZLET LIVE final round for classwork points  Elements of a story

Writing

How to write a full response for Writing Day 1

Website for EOC- Practice using tools-highlighter, move from page to page, underline, x out unwanted responses-  Use Laptops 

Download 9th Lit EOC Review Power Point

Reading, Speaking

Act II Scene 3- Romeo and Juliet (Friar Lawrence, 

Make sure you are here next Monday, April 29th, Tuesday, April 30th, Wednesday, May 1st for the 9th Lit EOC.

NO CELL PHONES, smartwatches, Ipads any electronic devices in the testing room.

We will test in Room 217 computer lab Monday, Tuesday, Wednesday.

Thursday- View R & J Old movie through Act I & II, III and New Movie Act I & II, III

Friday-  finish the New Movie until Act III write a compare and contrast essay on both movies.

Act IV, V- last two weeks of school before finals.

 

 


April 15- April 19th

Standards-  Learning Target highlighted

ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.

ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.

ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text. 3

ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.

ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U. S. Supreme
Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).

ELAGSE11-12RI9: Analyze foundational U.S. documents of historical and literary
significance (including The Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
purposes, and rhetorical features. For British Literature, American Literature, and
Multicultural Literature use comparable documents of historical significance.

ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. 

ELAGSE11-12L5a: Interpret figures of speech (e.g. hyperbole, paradox) in context and
analyze their role.

Content Objective- Students will read and analyze meaning from historical texts and a drama related to CTLS assessment and Romeo and Juliet.

Language Objective- Students will read, write, listen and speak about elements of a drama and reading comprehension.

 

Assessments-

Friday- Romeo and Juliet vocabulary quiz (summative)

Friday- Act I Scenes 1-5 summative assessment.

Be prepared you will need to read at home for homework what we do not finish in class.

We will complete an Act within a week.  There are five acts to the play.

 

Monday, April 15

Reading and Writing

Students will go to the Media Center to take a Full CTLS Touchstone to prepare for EOC.

Speaking, Reading, Writing

Then research the meaning of Shakespearean Old English words. Download Shakespeare lingo

Time Permits- Prologue analysis activity.

Homework- Read Prologue online 

Tuesday April 16- Homeroom

Reading

Quizlet- Romeo and Juliet Act I terms 

Students will complete Flashcards and Match online.(formative)

Reading/ Listening. Writing

Distribute Act I student guides.

Students will read Act I Scene 1 

answer guiding questions (formative)

Homework- if we do not finish Act I Scene 1 read it online

Wednesday, April 17

Reading

Quizlet Romeo and Juliet Act I terms  students will complete a small test 20/20 until they make 100% (formative)

Listening/Speaking/Reading

Play Quizlet LIVE three rounds for extra credit points on Friday's vocabulary quiz.

KAHOOT- Act I Scene 1 ( for points on the summative assessment)

Reading/ Writing

Read Act I Scene 2 & 3 and answer guiding questions.(formative)

Homework:  Re- read g Act I Scene 2 and 3 online

study the quizlet

 

Thursday, April 18- Intervention from CTLS assessment

Listening/ Speaking/ Reading/ Writing

1. Students will review their results from CTLS touchstone on Monday, they will work with their table groups to discover the correct answers and write it on the blue side of their scantron to receive extra points on the assessment.  Turn in scantron today.  I will grade what is on the blue side of the scantron to put in the gradebook.

2. Students have been assigned work on usatestprep to complete based off of the CTLS standards that were an area of weakness.

USATESTPREP work This must be completed today, continue to take the practice until you make 100%.

Reading

Quietly read Act I Scene 4 if you finish early.

Homework- if you did not finish in class, complete reading Act I Scene 4

You will have a summative assessment on all of Act I scenes 1-5 on Friday.

Friday, April 19

Reading/ Writing

Vocabulary Quiz   Romeo and Juliet Act I terms (summative)

Reading/ Writing/ Listening

Complete reading Act I scene 5, answer guiding questions.

Act I- Scenes 1-5 Test, open book summative


April 8-April 12th

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus

April 8th Monday- Welcome back from Spring break

Reading Writing

Listening Watching-

  • We will watch the ending of To Kill a Mockingbird.
  • Be prepared to write a poem, reflecting on your thoughts about TKAM ending.

Reading-

Students will read a poem by a high school student reflecting on TKAM.  Looking at tone and audience.

Write in the World student poem

Tuesday, April 9th- Mrs. Suarez birthday

Reading Writing

  • Log onto your Quizlet Account-Shakespearean Poetry EOC Prep
  • Complete Small Test 18/18- 100%, keep taking it till you make 100
  • Vocabulary quiz is this Friday, April 12th

Writing/ Reading

  • Students will work in their Writing groups from last week- Groups 1 & 2,  Groups 3 & 4
  • Review elements of high school student poem on TKAM- allusion, rhyme scheme, word meaning.

Reading/ Writing

  • Students will write a reflection poem on To Kill A Mockingbird Ending.
  • Using elements of a rhyme scheme.
  • Requirements- at least 4 stanzas (4 lines in each stanza) must rhyme, have at least one allusion (reference to well known person, place, thing)
  • needs to be about the topics of TKAM- racism, the American court system, justice, murder, prison sentences, it can be about the past or link to the present.

Reading/Listening/Speaking

  • Peer edit- look for grammatical errors, identify rhyme scheme, suggest synonyms and antonyms to make the poem more interesting. 
  • Read poems aloud in class at your partner table and to Mrs. Suarez

Wednesday, April 10th

Reading, Listening, Speaking

Writing

Students will write independently.

  • Students will write a reflection poem on To Kill A Mockingbird Ending.
  • Using elements of a rhyme scheme.
  • Requirements- at least 4 stanzas (4 lines in each stanza) must rhyme, have at least one allusion (a reference to well-known person, place, thing)
  • needs to be about the topics of TKAM- racism, the American court system, justice, murder, prison sentences, it can be about the past or link to the present.

Reading, Listening, Speaking

  • Shakespearean Sonnets- analyzing the rhyme scheme and stomping out with their feet the rhythm.
  • Download Shakepearean Sonnets
  • Students will work in Groups 1/2,  Groups 3/4 and identify the rhyme scheme and main idea for Sonnets 60, 147, 43

Listening, Reading

Students will answer these questions while watching a TED TALK by Akala

IS IT HIP HOP OR SHAKESPEARE?

“To destroy the beauty from which one came”
“Maybe it’s hatred I spew, maybe it’s food for the spirit”
“Men would rather use their broken records than their bare hands”
“I was not born under a rhyming planet”
“The most benevolent king communicates through your dreams”
“Socrates, philosophy and hypotheses can’t define me”

Thursday, April 11th

Listening, Reading

Students will answer guiding questions while watching a TED TALK by Akala

Reading, Listening, Speaking

  • Shakespearean Sonnets- analyzing the rhyme scheme and stomping out with their feet the rhythm.
  • Download Shakepearean Sonnets
  • Students will work in Groups 1/2,  Groups 3/4 and identify the rhyme scheme and main idea for Sonnets 60, 147, 43

KAHOOT- Figurative Language in Rap

Listening, Reading, Writing, Speaking

Learn about and Identify-

Title/Author
Paraphrase the poem
Figurative Language
Attitude- narrators tone
Shifts
Title
Theme

  • We will do one together in class, Sonnet CXVI by William Shakespeare
  • tomorrow you will complete one for an assessment grade.
  • These are due today for a classwork grade- formative assessment
  • Use your quizlet set to help identify elements of a poem.

HOMEWORK- Study Quizlet set, review elements of a TPFASST

Friday, April 12th

Reading/ Writing

Vocabulary Quiz- Shakespearean Poetry EOC Prep (summative assessment)

TPFASST summative assessment- students will independently analyze a poem given to them.

Listening/ Reading/ Writing-

Take notes about Shakespeare- building background knowledge.

Download William Shakespeare Bio

Read- Prologue and analyze Download PROLOGUE

We start reading Romeo and Juliet on Monday!

 


March 25- March 29, 2019

Standards- RL1, RL4, W2, L1, L2

MONDAY, March 25th

  1. Meet in Writing groups you need in each group a
  • 1, 2, 3,4
  1. Students will peer review each other’s writing and make suggestions:   (Listening, Speaking, Reading, Writing)
  • 1 Need to add dialogue
  • 2 - need highlights of literary devices and more writing
  • 3  need highlights of literary devices
  • 4 - check for grammatical errors.
  1. After 20 minutes of peer review you will get a labtop and type your narrative in MLA format-
  • MLA format (Typed, 12 font, TNR, double-spaced)
  • Heading- upper left corner (Name, teacher name, block and date)
  • Title your scene
  • Must be at least 1 page long but no more than 3
  • Highlight your literary device and identify it- allusion, simile, metaphor, personification etc.- USE THE HIGHLIGHTER TOOL in Word
  • Highlight your 3 vivid verbs

Save in Word Doc, email to me as an attachment TODAY at  mrs.suareziel@gmail.com

  1. Begin reading EOC practice texts  (Reading, Writing) 

 A New Twist on Libraries   and Take One, Return One

Highlight main idea

HOMEWORK- Study quizlet, EOC Prep Writing 2 quiz on Friday, March 29th

TUESDAY, March 26th

  1. Quizlet- log into your account- Complete Flashcard Module
  2. EOC Practice Informational Writing-  (Listening, Reading, Writing)
  • How can people access books without visiting a library?
  • Read sample exceptional writing.
  • Create a hook sentence------------------------------This is written on notebook paper
  • Do not use- I, me, my- personal pronouns
  • Write- Introduction- at least five sentences long in present tense

2. Pass out work from Scottsboro Boys Trail, and TKAM/ MLK Compare/Contrast writing from last week. Listening, Reading

3. TKAM- Read chapter 21  Listening, Reading

HOMEWORK- Study quizlet, EOC Prep Writing 2 quiz on Friday, March 29th

WEDNESDAY, March 27th

  1. Quizlet- log into your account- Complete Match Module  
  2. Continue- EOC Practice Informational Writing-  (Reading, Writing)
  • How can people access books without visiting a library?
  • Peer edit writing- Introductory paragraph for this writing assignment.
  • Write- Body Paragraph 1  in 2 CEI format for A New Twist on Libraries-------------------This is written on notebook paper
  • Write- Body Paragraph 2 in 2 CEI format for Take One, Return One

2. Peer review and teacher review- Body 1 and Body 2- each paragraph must have a quote. (Listening, Speaking, Reading)

3. To Kill A Mockingbird - Read Chapter 21- If time permits.  (Listening, Speaking)

HOMEWORK- Study quizlet, EOC Prep Writing 2 quiz on Friday, March 29th

 

THURSDAY, March 28th

  1. Quizlet- Play Quizlet LIVE for points on vocabulary quiz (Reading, Writing)
  2. Complete- EOC Practice Informational Writing-(Listening, Speaking, Reading, Writing)
  • How can people access books without visiting a library?
  • Write- Conclusion
  • Peer edit writing-Intro, Body 1, Body 2 and conclusion for this writing assignment.
  • Finish- Conclusion

(Students that will be out of town on Friday are allowed to type the paper 1 day early and take their Vocabulary quiz)

Turn in Rough Draft for a grade today, you will type this tomorrow in a timed type for a writing grade. 

  • I will return the paper to you at the beginning of class on Friday.  This is to practice formatting and typing a document like you will in the EOC.
  • We will meet at the Media Center at the beginning of 2nd block on Friday.

3.   Students in Groups 3 & 4 that finish the paper early will complete a USATESTPREP assignment on Using Appropriate Vocabulary in a Research Paper.

Students in Groups 1 & 2 will continue writing in their writing groups with Mrs. Suarez assistance.  

4. TKAM- read Chapters 22-23  (Reading, Listening)

Students will answer guiding questions on the chapter. Time permitted. 

HOMEWORK- Study quizlet, EOC Prep Writing 2 quiz on Friday, March 29th

 

FRIDAY, March 29th

GO TO THE MEDIA CENTER at the beginning of class

1.   Quizlet- Vocabulary quiz EOC Prep Writing 2 

2. Writing Assessment- Informational Writing.  (Reading, Writing)

  • Students will be given their rough drafts, then they will type them in a timed type- 45  minutes maximum
  • MLA format (Typed, 12 font, TNR, double-spaced)
  • Heading- upper left corner (Name, teacher name, block and date)
  • Title your scene
  • Must be at least 1 page long but no more than 3
  • It should include a minimum of two quotes, a maximum of six quotes

3. Watch the ending of TKAM.  (Listening, Viewing)

 

 

 


Weekly Agenda 3/18/19- 3/22/19

Standards-

RL1, RL4, W2, L1, L2

Monday  3/18/19

Reading/Writing-

Fill in missing words from Quizlet Set, EOC Vocabulary Quiz this Friday.

Reading/Writing aloud- TKAM Chap 14 - Answer study guide questions and put in your binder for a grade today.

  • Listening/ Writing- Video Summary of  Chaps 15-16
  • Writing Write a one-paragraph summary to put in your binder

Writing

  • Introduce- EOC Practice Informational Writing-
  • Read two pieces of informational text and highlight quotes for writing to the prompt-
  • How can people access books without visiting a library?

Tuesday 3/19/19

QUIZ LET

Reading/Writing-

  • Log onto your account- COMPLETE- Flashcard Module and Match from Quizlet Set,
  • EOC Vocabulary Quiz this Friday.
  • KAHOOT for

    • Cause and Effect
      Order of Importance
      Chronological Order
      Problem and Solution

TKAM-

Writing

 EOC Practice Informational Writing-

Read two pieces of informational text and highlight quotes for writing to the prompt-

How can people access books without visiting a library?

Begin writing- Introductory paragraph for this writing assignment.

 

Wednesday  3/20/19

Reading/Writing- QUIZLET

Log onto your account- COMPLETE- Small Test 20/20 Multiple Choice and make 100% from Quizlet Set,

TKAM

  • Listening/Viewing- CompleteWatch movie for Chapters 17-20- Tom Robinson Trail 
  • Reading/ Writing- Fill in the answer sheet about the trail.

Select a character from TKAM for your re-write Writing assessment on Friday.

 

Thursday 3/21/19

Reading/Listening/Speaking- QUIZLET

Play QUIZLET LIVE from Quizlet Set,  (Vocab quiz is Friday)

Read- TKAM Atticus Finch closing arguements and Martin Luther King "I Have a Dream" speech and identify

Writing- rhetorical appeals- ethos, pathos, logos.  Highlight the main idea.

Compare/Contrast main idea, main claim, rhetorical strategies.

Listening/ Reading

Students will be divided into 4 groups and will read an informational article on the Scottsboro Boys from Alabama and answer four questions on main idea. 

Friday 3/22/19

Reading/Writing- Vocabulary Quiz EOC Writing

  • Writing TKAM Assessment- TKAM Character perspective write

Students will rewrite an excerpt of TKAM in the perspective of a different character than the narrator (Scout)

They must include dialogue from other characters and create their own dialogue utilizing the dialect of the novel.

This should be written like the chapter of the book.

Writing- Type your final draft on the laptops in MLA format, turn in today for a final grade at mrs.suareziel@gmail.com

 

Next week

Writing

 

Monday

EOC Practice Informational Writing-

  • How can people access books without visiting a library?
  • Highlight quotes of the main idea in the articles while reading.
  • Read sample exceptional writing.
  • Create a hook sentence
  • Write- Introduction

TKAM- Read chapter 21

Tuesday

Continue- EOC Practice Informational Writing-

  • How can people access books without visiting a library?
  • Peer edit writing- Introductory paragraph for this writing assignment.
  • Write- Body Paragraph 1 in 2 CEI format for A New Twist on Libraries

TKAM Read chapter 21

Writing

Wednesday

Continue- EOC Practice Informational Writing-

  • How can people access books without visiting a library?
  • Peer edit writing- Body 1 paragraph for this writing assignment.
  • Write- Body Paragraph 2 in 2 CEI format for Take One, Return One
  • Begin- Conclusion

TKAM Read chapter 22

Thursday

Complete- EOC Practice Informational Writing-

  • How can people access books without visiting a library?
  • Peer edit writing-Body 2 and conclusion for this writing assignment.
  • Finish- Conclusion

TKAM Read Chapter 23

 


Weekly Agenda 3/1/19- 3/15/19

---Standard: GSE RL.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

— Standard: GSE W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences are drawn from the text.

Monday- 3/11/19

Reading/Writing-

  • Take To Kill A Mockingbird Part I- Test on Chapters 1-11
  • Finish putting together your binder for a binder check today.

Reading/ Writing-

  • Fill in missing words from Quizlet Set- Vocabulary quiz on Friday 3/15/19

Listening/ Viewing-

  • Start Watching TKAM Movie Chapters 1-11- so we can identify the characters

 

Tuesday 3/12/19

Listen/ Reading/Writing

 Log into your Quizlet Account-

Complete the

  • Flashcard Module, Match Module

Listen/ Reading/Writing

  • Chapters 12-13  TKAM
  • Answer the study guide questions.

Discuss- International Family Night, Early Release tomorrow.

 

Wednesday 3/13/19

Make posters for International Night

EARLY RELEASE DAY

 

Thursday 3/14/19

  • Listen/ Reading/Writing 
  • Chapter 12  TKAM  Answer the study guide questions and put in your binder for a grade today.
  • Writing- Quick Write Courage Character- describe a person you know that is like a character in TKAM that demonstrates courage. It must be 5 to 6 sentences long.

Friday- 3/15/19

Reading/Writing- Log into Quizlet and take a Small test and make 100%

Reading/ Writing- Vocab quiz

  • Chapter 13  TKAM  Answer the study guide questions and put in your binder for a grade today.

 

  • Writing- Quick Write Courage Character- describe a person you know that is like a character in TKAM that demonstrates courage. It must be 5 to 6 sentences long.  From Chapters 1-13

Reading/Writing TKAM Chap 14 - Answer study guide questions and put in your binder for a grade today.

Monday  3/18/19

  • Listening/ Writing- Video Summary of  Chaps 15-16
  • Writing Write a one-paragraph summary to put in your binder
  • Listening/Viewing- Watch Chapters 17-20- Tom Robinson Trail 
  • Reading/ Writing- Fill in the answer sheet about the trail.

 

Tuesday 3/19/19

TKAM Character perspective write, Synthesis essay

 


Weekly Agenda 3/4/19-3/8/19

Learning Target is highlighted

— Standard: GSE RL.9 Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

Standard: GSE RL.7   Analyze the representation of a subject or a key scene in two different
artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting
Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment

---Standard: GSE RL.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

— Standard: GSE W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

 

Monday-

  • Listening- Students will first listen and view President Franklin D. Roosevelt's Inauguration Speech and analyze rhetorical appeals and main idea.
  • Reading/ Writing- Students will take a CTLS assessment over TKAM excerpts and FDR Inaugural Speech
  • Reading/ Writing- Students will read-Chapter 5 of TKAM and identify Signposts
  • Listening- students will review the results of CTLS assessment

 

Tuesday

  • Reading/ Writing- Students will write Laws of Life TKAM- answer questions 1-4 related to Chapters 1-5 of TKAM.
  • Listening/ Reading- Students will listen to TKAM Chapter 6 identify signposts and answer guiding questions.
  • Daily Reading Log 

 

Wednesday

  • Listening Students will listen to a summary of- Chapter 7 TKAM
  • Writing- Students will write the summary in their notebooks.- NO Daily Reading Log of Signposts Chap 
  • Listening- Students will listen to a reading of Chapter 8 TKAM7
  • Reading/Writing students will answer guiding questions and identify Signposts, identify key vocabulary

 

Thursday

  • Writing- students will write an identity chart about themselves, then a character in the book.
  • Listening/ Reading- students will listen and read Chap 9 TKAM 
  • Writing- students will answer guiding questions in Chapter 9.
  • Listening/Writing- students will listen to a summary of Chap 10 and write it in a short paragraph in past tense for their binder.
  • NO Daily Reading Log of Signposts Chapter 10

 

Friday-

  • Listening/ Reading- students will listen to Chap 11
  • Writing- students will answer guiding questions.
  • Reading/ Writing- students will take a TEST on TKAM Part 1 Chapters 1-11
  • Students may use their notes, TKAM book on this assessment.